Videos for Science Communication and Nature Interpretation: The TIB|AV-Portal as Resource.

Science.gov (United States)

Marín Arraiza, Paloma; Plank, Margret; Löwe, Peter

2016-04-01

Scientific audiovisual media such as videos of research, interactive displays or computer animations has become an important part of scientific communication and education. Dynamic phenomena can be described better by audiovisual media than by words and pictures. For this reason, scientific videos help us to understand and discuss environmental phenomena more efficiently. Moreover, the creation of scientific videos is easier than ever, thanks to mobile devices and open source editing software. Video-clips, webinars or even the interactive part of a PICO are formats of scientific audiovisual media used in the Geosciences. This type of media translates the location-referenced Science Communication such as environmental interpretation into computed-based Science Communication. A new way of Science Communication is video abstracting. A video abstract is a three- to five-minute video statement that provides background information about a research paper. It also gives authors the opportunity to present their research activities to a wider audience. Since this kind of media have become an important part of scientific communication there is a need for reliable infrastructures which are capable of managing the digital assets researchers generate. Using the reference of the usecase of video abstracts this paper gives an overview over the activities by the German National Library of Science and Technology (TIB) regarding publishing and linking audiovisual media in a scientifically sound way. The German National Library of Science and Technology (TIB) in cooperation with the Hasso Plattner Institute (HPI) developed a web-based portal (av.tib.eu) that optimises access to scientific videos in the fields of science and technology. Videos from the realms of science and technology can easily be uploaded onto the TIB|AV Portal. Within a short period of time the videos are assigned a digital object identifier (DOI). This enables them to be referenced, cited, and linked (e.g. to the

Serious Video Games for Health How Behavioral Science Guided the Development of a Serious Video Game

OpenAIRE

Thompson, Debbe; Baranowski, Tom; Buday, Richard; Baranowski, Janice; Thompson, Victoria; Jago, Russell; Griffith, Melissa Juliano

2010-01-01

Serious video games for health are designed to entertain players while attempting to modify some aspect of their health behavior. Behavior is a complex process influenced by multiple factors, often making it difficult to change. Behavioral science provides insight into factors that influence specific actions that can be used to guide key game design decisions. This article reports how behavioral science guided the design of a serious video game to prevent Type 2 diabetes and obesity among you...

Motivations to Seek Science Videos on YouTube: Free-Choice Learning in a Connected Society

Science.gov (United States)

Rosenthal, Sonny

2018-01-01

Do individuals use video sharing sites in their free time to learn about science, and if so, why? This study takes a preliminary look at individual differences that motivate online science video seeking. Among 273 Singapore Internet users who participated in an online survey, most reported using YouTube during the previous week, and one-third…

Using "Making Sense of Climate Science Denial" MOOC videos in a college course

Science.gov (United States)

Schuenemann, K. C.; Cook, J.

2015-12-01

The Massive Open Online Course (MOOC) "Denial101x: Making Sense of Climate Science Denial" teaches students to make sense of the science and respond to climate change denial. The course is made up of a series of short, myth-debunking lecture videos that can be strategically used in college courses. The videos and the visuals within have proven a great resource for an introductory college level climate change course. Methods for using the videos in both online and in-classroom courses will be presented, as well as student reactions and learning from the videos. The videos introduce and explain a climate science topic, then paraphrase a common climate change myth, explain why the myth is wrong by identifying the characteristic of climate denial used, and concludes by reinforcing the correct science. By focusing on common myths, the MOOC has made an archive of videos that can be used by anyone in need of a 5-minute response to debunk a myth. By also highlighting five characteristics of climate denial: fake experts, logical fallacies, impossible expectations, cherry picking, and conspiracy theories (FLICC), the videos also teach the viewer the skills they need to critically examine myths they may encounter in the real world on a variety of topics. The videos also include a series of expert scientist interviews that can be used to drive home points, as well as put some faces to the science. These videos are freely available outside of the MOOC and can be found under the relevant "Most used climate myths" section on the skepticalscience.com webpage, as well as directly on YouTube. Discover ideas for using videos in future courses, regardless of discipline.

The Impact of Video Case Content on Preservice Elementary Teachers' Decision-Making and Conceptions of Effective Science Teaching

Science.gov (United States)

Olson, Joanne K.; Bruxvoort, Crystal N.; Vande Haar, Andrea J.

2016-01-01

Little is known about how the content of a video case influences what preservice teachers learn about science teaching. This study was designed to determine the impact of two different video cases on preservice elementary teachers' conceptions of multiple aspects of effective science teaching, with one video selected to focus attention on the role…

Celebrity over science? An analysis of Lyme disease video content on YouTube.

Science.gov (United States)

Yiannakoulias, N; Tooby, R; Sturrock, S L

2017-10-01

Lyme disease has been a subject of medical controversy for several decades. In this study we looked at the availability and type of content represented in a (n = 700) selection of YouTube videos on the subject of Lyme disease. We classified video content into a small number of content areas, and studied the relationship between these content areas and 1) video views and 2) video likeability. We found very little content uploaded by government or academic institutions; the vast majority of content was uploaded by independent users. The most viewed videos tend to contain celebrity content and personal stories; videos with prevention information tend to be of less interest, and videos with science and medical information tend to be less liked. Our results suggest that important public health information on YouTube is very likely to be ignored unless it is made more appealing to modern consumers of online video content. Copyright © 2017 Elsevier Ltd. All rights reserved.

Phys FilmMakers: teaching science students how to make YouTube-style videos

Science.gov (United States)

Coates, Rebecca L.; Kuhai, Alvina; Turlej, Laurence Z. J.; Rivlin, Tom; McKemmish, Laura K.

2018-01-01

Phys FilmMakers (PFM) is a new type of course in which a science expert and science communicator partner teach physics students how to make YouTube-style videos on cutting-edge scientific research within the university department. Here, we describe this new course, outline its key components and provide recommendations for others considering implementing a similar FilmMakers-style course using feedback from course tutors and students. We discuss successful and less successful teaching techniques as well as use our experience to identify areas that science students in particular often have difficulties: finding an interesting ‘hook’ for the video, imagining creative B-roll and making a succinct video by removing extraneous (though usually correct and often interesting) material. The course has two major components: workshop sessions in which students learn the key elements of film-making and independent video production where PFM students partner with senior PhD or post-doc researchers to produce a video on their research. This partnership with the department means that the videos produced serve not only as interesting ‘edutainment’ to encourage teenagers and young adults into Science, Technology, Engineering and Maths subjects, but also provide valuable outreach for the academic department.

Engaging Pre-Service Teachers to Teach Science Contextually with Scientific Approach Instructional Video

Science.gov (United States)

Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

2018-01-01

Contextual teaching and learning/CTL presents new concepts in real-life experiences and situations where students can find out the meaningful relationship between abstract ideas and practical applications. Implementing contextual teaching by using scientific approach will foster teachers to find the constructive ways of delivering and organizing science content. This research developed an instructional video that represented a modeling of using a scientific approach in CTL. The aim of this research are to engage pre-service teachers in learning how to teach CTL and to show how pre-service teachers’ responses about learning how to teach CTL using an instructional video. The subjects of this research were ten pre-service teachers in Department of Natural Sciences, Universitas Negeri Surabaya, Indonesia. All subjects observed the instructional video which demonstrated contextual teaching and learning combined with the scientific approach as they completed a worksheet to analyze the video content. The results showed that pre-service teachers could learn to teach contextually as well as applying the scientific approach in science classroom through a modeling in the instructional video. They also responded that the instructional video could help them to learn to teach each component contextual teaching as well as scientific approach.

Fostering science communication and outreach through video production in Dartmouth's IGERT Polar Environmental Change graduate program

Science.gov (United States)

Hammond Wagner, C. R.; McDavid, L. A.; Virginia, R. A.

2013-12-01

Dartmouth's NSF-supported IGERT Polar Environmental Change graduate program has focused on using video media to foster interdisciplinary thinking and to improve student skills in science communication and public outreach. Researchers, educators, and funding organizations alike recognize the value of video media for making research results more accessible and relevant to diverse audiences and across cultures. We present an affordable equipment set and the basic video training needed as well as available Dartmouth institutional support systems for students to produce outreach videos on climate change and its associated impacts on people. We highlight and discuss the successes and challenges of producing three types of video products created by graduate and undergraduate students affiliated with the Dartmouth IGERT. The video projects created include 1) graduate student profile videos, 2) a series of short student-created educational videos for Greenlandic high school students, and 3) an outreach video about women in science based on the experiences of women students conducting research during the IGERT field seminar at Summit Station and Kangerlussuaq, Greenland. The 'Science in Greenland--It's a Girl Thing' video was featured on The New York Times Dot Earth blog and the Huffington Post Green blog among others and received international recognition. While producing these videos, students 1) identified an audience and created story lines, 2) worked in front of and behind the camera, 3) utilized low-cost digital editing applications, and 4) shared the videos on multiple platforms from social media to live presentations. The three video projects were designed to reach different audiences, and presented unique challenges for content presentation and dissemination. Based on student and faculty assessment, we conclude that the video projects improved student science communication skills and increased public knowledge of polar science and the effects of climate change.

YouTube videos of 'research in action' foster diverse public interest in science

Directory of Open Access Journals (Sweden)

Michael A. Gil

2017-08-01

Full Text Available Globally, scientific enterprises seek to diversify interest and participation in STEM fields, to both provide equitable opportunities and to push research forward. However, diversity in STEM remains low in many institutions. Internet-based video has emerged as a dominant communication medium that scientists can use to communicate the motivations, process, and products of their work to a diverse, mass audience. Here I describe my use of internet-based video about my research and career as a marine biologist as a tool to inspire broad public interest in science. With my YouTube videos, I have reached a diverse and growing global viewership, amassing >10,000 hours of watch time at the time of this writing. Viewer surveys revealed that my videos have improved individual perceptions about science and science careers, particularly among women and minority groups. I conclude that the emergence of internet-based video as a dominant, ever-expanding communication medium provides an unprecedented but largely untapped opportunity for scientists to broadly communicate their research and to inspire diverse interest in STEM careers.

Science on TeacherTube: A Mixed Methods Analysis of Teacher Produced Video

Science.gov (United States)

Chmiel, Margaret (Marjee)

Increased bandwidth, inexpensive video cameras and easy-to-use video editing software have made social media sites featuring user generated video (UGV) an increasingly popular vehicle for online communication. As such, UGV have come to play a role in education, both formal and informal, but there has been little research on this topic in scholarly literature. In this mixed-methods study, a content and discourse analysis are used to describe the most successful UGV in the science channel of an education-focused site called TeacherTube. The analysis finds that state achievement tests, and their focus on vocabulary and recall-level knowledge, drive much of the content found on TeacherTube.

Science homework with video directions for parents: The impact on parental involvement and academic achievement

Science.gov (United States)

Hooker, Kathy L.

The benefits of effective parental involvement in education have been well documented and can be far reaching. When educators make an effort to involve families, parental involvement can be even more meaningful. Homework is a commonly practiced and accepted connection between school and home and affords parents many opportunities to interact with their children on educational endeavors. However, parental involvement may be limited because educators do not reach out to parents, parents feel their children do not need their help, or parents are unfamiliar with the content and therefore unable to help. The purpose of this study was too develop and implement a tool to enhance parental involvement and academic achievement of fourth grade science students. The tool used in this study was a weekly science video to be viewed by parents when it accompanied science homework assignments. To begin, the researcher created six science videos for parents to watch that supplemented weekly homework assignments. Consequently, the researcher set up treatment and comparison groups to test the effectiveness of the supplemental videos in terms of parental involvement and academic achievement. A mixed methods approach was used to collect data from parents and students throughout the study. A combination of quantitative and qualitative data was collected throughout this study from both parents and students. Additionally, data was collected from a variety of sources including baseline, midpoint, and endpoint surveys; scores on homework assignments; and focus group interview sessions with parents and students. Data analysis revealed an overall positive impact on parental involvement and academic achievement when the videos were utilized.

A plea for caution: violent video games, the Supreme Court, and the role of science.

Science.gov (United States)

Hall, Ryan C W; Day, Terri; Hall, Richard C W

2011-04-01

On November 2, 2010, the US Supreme Court heard arguments in the case of Schwarzenegger v Entertainment Merchants Association, with a ruling expected in 2011. This case addressed whether states have the right to restrict freedom of speech by limiting the sale of violent video games to minors. To date, 8 states have tried to pass legislation to this effect, with all attempts being found unconstitutional by lower courts. In large part, the Supreme Court's decision will be determined by its review and interpretation of the medical and social science literature addressing the effects of violent video games on children. Those on both sides of the violent video game debate claim that the scientific literature supports their opinions. Some involved in the debate have proclaimed that the debate is scientifically settled and that only people holding personal interests and biases oppose these "established truths." We review the historical similarities found in the 1950s comic book debate and studies identified from a PubMed search of the term violent video games showing both the harmful and beneficial effects of these video games. We define factors that physicians need to consider when reading and stating opinions about this literature. Opinions from past court rulings are discussed to provide insight into how judges may approach the application of these social science studies to the current legal issue. Although on the surface the case of Schwarzenegger v Entertainment Merchants Association pertains only to the restriction of violent video games, it may establish principles about how medical and public health testimony can affect fundamental constitutional rights and how much and on what basis the courts will defer to legislators' reliance on unsettled science.

Students Designing Video Games about Immunology: Insights for Science Learning

Science.gov (United States)

Khalili, Neda; Sheridan, Kimberly; Williams, Asia; Clark, Kevin; Stegman, Melanie

2011-01-01

Exposing American K-12 students to science, technology, engineering, and math (STEM) content is a national initiative. Game Design Through Mentoring and Collaboration targets students from underserved communities and uses their interest in video games as a way to introduce science, technology, engineering, and math topics. This article describes a…

Bacon Brains: Video Games for Teaching the Science of Addiction.

Science.gov (United States)

Epstein, Joel; Noel, Jeffrey; Finnegan, Megan; Watkins, Kate

2016-01-01

Researchers have developed many different computerized interventions designed to teach students about the dangers of substance use. Following in this tradition, we produced a series of video games called Bacon Brains . However, unlike many other programs, ours focused on the "Science of Addiction," providing lessons on how alcohol and other drugs affect the brain. The purpose of this study was to evaluate the effectiveness of our games in teaching students our science-based curriculum. We enrolled over 200 students and randomly assigned them to play our games or a different series of NIDA-produced games. Of the students in the Bacon Brains conditions, half were instructed to play collaboratively and the other half was told to play competitively. Results indicate significantly greater knowledge gains among students in Bacon Brains compared to the existing games (5.01 mean knowledge score difference; [F(1,242)=9.588, p=.002]). Girls demonstrated knowledge gains in both collaborative and competitive conditions, but boys demonstrated similar gains only in the competitive condition. Based on our outcomes, we conclude that video games can serve as an effective method of science instruction. We further discuss the importance of considering gender differences in light of differential response to collaborative vs. competitive learning environments.

The Effect of Serious Video Game Play on Science Inquiry Scores

Science.gov (United States)

Hilosky, Alexandra Borzillo

American students are not developing the science inquiry skills needed to solve complex 21st century problems, thus impacting the workforce. In 2009, American high school students ranked 21 out of 26 in the category of problem-solving according to the Program for International Student Assessment. Serious video games have powerful epistemic value and are beneficial with respect to enhancing inquiry, effective problem-solving. The purpose of this correlational, quantitative study was to test Gee's assumption regarding the cycle of thinking (routinization, automatization, and deroutinization) by determining whether players status was a significant predictor of science inquiry scores, controlling for age, gender, and major. The 156 non-random volunteers who participated in this study were enrolled in a 2-year college in the northeastern U.S. Multiple regression analyses revealed that major was the strongest overall (significant) predictor, b = -.84, t(149) = -3.70, p video game play. Recommendations include using serious games as instructional tools and to assess student learning (formative and summative), especially among non-traditional learners.

A Plea for Caution: Violent Video Games, the Supreme Court, and the Role of Science

Science.gov (United States)

Hall, Ryan C. W.; Day, Terri; Hall, Richard C. W.

2011-01-01

On November 2, 2010, the US Supreme Court heard arguments in the case of Schwarzenegger v Entertainment Merchants Association, with a ruling expected in 2011. This case addressed whether states have the right to restrict freedom of speech by limiting the sale of violent video games to minors. To date, 8 states have tried to pass legislation to this effect, with all attempts being found unconstitutional by lower courts. In large part, the Supreme Court's decision will be determined by its review and interpretation of the medical and social science literature addressing the effects of violent video games on children. Those on both sides of the violent video game debate claim that the scientific literature supports their opinions. Some involved in the debate have proclaimed that the debate is scientifically settled and that only people holding personal interests and biases oppose these “established truths.” We review the historical similarities found in the 1950s comic book debate and studies identified from a PubMed search of the term violent video games showing both the harmful and beneficial effects of these video games. We define factors that physicians need to consider when reading and stating opinions about this literature. Opinions from past court rulings are discussed to provide insight into how judges may approach the application of these social science studies to the current legal issue. Although on the surface the case of Schwarzenegger v Entertainment Merchants Association pertains only to the restriction of violent video games, it may establish principles about how medical and public health testimony can affect fundamental constitutional rights and how much and on what basis the courts will defer to legislators' reliance on unsettled science. PMID:21454733

Students' and Teachers' Perceptions of Using Video Games to Enhance Science Instruction

Science.gov (United States)

Marino, Matthew T.; Israel, Maya; Beecher, Constance C.; Basham, James D.

2013-01-01

Science education video game research points toward promising, but inconclusive results in both student learning outcomes and attitudes. However, student-level variables other than gender have been largely absent from this research. This study examined how students' reading ability level and disability status are related to their video…

The Effect of Problem-Solving Video Games on the Science Reasoning Skills of College Students

Science.gov (United States)

Fanetti, Tina M.

As the world continues to rapidly change, students are faced with the need to develop flexible skills, such as science reasoning that will help them thrive in the new knowledge economy. Prensky (2001), Gee (2003), and Van Eck (2007) have all suggested that the way to engage learners and teach them the necessary skills is through digital games, but empirical studies focusing on popular games are scant. One way digital games, especially video games, could potentially be useful if there were a flexible and inexpensive method a student could use at their convenience to improve selected science reasoning skills. Problem-solving video games, which require the use of reasoning and problem solving to answer a variety of cognitive challenges could be a promising method to improve selected science reasoning skills. Using think-aloud protocols and interviews, a qualitative study was carried out with a small sample of college students to examine what impact two popular video games, Professor Layton and the Curious Village and Professor Layton and the Diabolical Box, had on specific science reasoning skills. The subject classified as an expert in both gaming and reasoning tended to use more higher order thinking and reasoning skills than the novice reasoners. Based on the assessments, the science reasoning of college students did not improve during the course of game play. Similar to earlier studies, students tended to use trial and error as their primary method of solving the various puzzles in the game and additionally did not recognize when to use the appropriate reasoning skill to solve a puzzle, such as proportional reasoning.

Video-based Analysis of Motivation and Interaction in Science Classrooms

DEFF Research Database (Denmark)

Andersen, Hanne Moeller; Nielsen, Birgitte Lund

2013-01-01

in groups. Subsequently, the framework was used for an analysis of students’ motivation in the whole class situation. A cross-case analysis was carried out illustrating characteristics of students’ motivation dependent on the context. This research showed that students’ motivation to learn science...... is stimulated by a range of different factors, with autonomy, relatedness and belonging apparently being the main sources of motivation. The teacher’s combined use of questions, uptake and high level evaluation was very important for students’ learning processes and motivation, especially students’ self......An analytical framework for examining students’ motivation was developed and used for analyses of video excerpts from science classrooms. The framework was developed in an iterative process involving theories on motivation and video excerpts from a ‘motivational event’ where students worked...

Serious video games for health: How behavioral science guided the development of a serious video game

Science.gov (United States)

Serious video games for health are designed to entertain players while attempting to modify some aspect of their health behavior. Behavior is a complex process influenced by multiple factors, often making it difficult to change. Behavioral science provides insight into factors that influence specifi...

The Video Toaster Meets Science + English + At-Risk Students.

Science.gov (United States)

Perryess, Charlie

1992-01-01

Describes an experimental Science-English class for at-risk students which was team taught and used technology--particularly a Video Toaster (a videotape editing machine)--as a motivator. Discusses procedures for turning videotape taken on field trips into three- to five-minute student productions on California's water crisis. (SR)

Employing Inquiry-Based Computer Simulations and Embedded Scientist Videos To Teach Challenging Climate Change and Nature of Science Concepts

Science.gov (United States)

Cohen, E.

2013-12-01

Design based research was utilized to investigate how students use a greenhouse effect simulation in order to derive best learning practices. During this process, students recognized the authentic scientific process involving computer simulations. The simulation used is embedded within an inquiry-based technology-mediated science curriculum known as Web-based Inquiry Science Environment (WISE). For this research, students from a suburban, diverse, middle school setting use the simulations as part of a two week-long class unit on climate change. A pilot study was conducted during phase one of the research that informed phase two, which encompasses the dissertation. During the pilot study, as students worked through the simulation, evidence of shifts in student motivation, understanding of science content, and ideas about the nature of science became present using a combination of student interviews, focus groups, and students' conversations. Outcomes of the pilot study included improvements to the pedagogical approach. Allowing students to do 'Extreme Testing' (e.g., making the world as hot or cold as possible) and increasing the time for free exploration of the simulation are improvements made as a result of the findings of the pilot study. In the dissertation (phase two of the research design) these findings were implemented in a new curriculum scaled for 85 new students from the same school during the next school year. The modifications included new components implementing simulations as an assessment tool for all students and embedded modeling tools. All students were asked to build pre and post models, however due to technological constraints these were not an effective tool. A non-video group of 44 students was established and another group of 41 video students had a WISE curriculum which included twelve minutes of scientists' conversational videos referencing explicit aspects on the nature of science, specifically the use of models and simulations in science

Enhancing visuospatial performance through video game training to increase learning in visuospatial science domains.

Science.gov (United States)

Sanchez, Christopher A

2012-02-01

Although previous research has demonstrated that performance on visuospatial assessments can be enhanced through relevant experience, an unaddressed question is whether such experience also produces a similar increase in target domains (such as science learning) where visuospatial abilities are directly relevant for performance. In the present study, participants completed either spatial or nonspatial training via interaction with video games and were then asked to read and learn about the geologic topic of plate tectonics. Results replicate the benefit of playing appropriate video games in enhancing visuospatial performance and demonstrate that this facilitation also manifests itself in learning science topics that are visuospatial in nature. This novel result suggests that visuospatial training not only can impact performance on measures of spatial functioning, but also can affect performance in content areas in which these abilities are utilized.

How commercial and ``violent'' video games can promote culturally sensitive science learning: some questions and challenges

Science.gov (United States)

Kwah, Helen

2012-12-01

In their paper, Muñoz and El-Hani propose to bring video games into science classrooms to promote culturally sensitive ethics and citizenship education. Instead of bringing "educational" games, Muñoz and El-Hani take a more creative route and include games such as Fallout 3® precisely because they are popular and they reproduce ideological and violent representations of gender, race, class, nationality, science and technology. However, there are many questions that arise in bringing these commercial video games into science classrooms, including the questions of how students' capacities for critical reflection can be facilitated, whether traditional science teachers can take on the role of using such games in their classrooms, and which video games would be most appropriate to use. In this response, I raise these questions and consider some of the challenges in order to further the possibility of implementing Muñoz and El-Hani's creative proposal for generating culturally sensitive science classrooms.

Serious Video Games for Health: How Behavioral Science Guided the Development of a Serious Video Game

Science.gov (United States)

Thompson, Debbe; Baranowski, Tom; Buday, Richard; Baranowski, Janice; Thompson, Victoria; Jago, Russell; Griffith, Melissa Juliano

2010-01-01

Serious video games for health are designed to entertain players while attempting to modify some aspect of their health behavior. Behavior is a complex process influenced by multiple factors, often making it difficult to change. Behavioral science provides insight into factors that influence specific actions that can be used to guide key game…

NEI You Tube Videos: Amblyopia

Medline Plus

Full Text Available ... questions Clinical Studies Publications Catalog Photos and Images Spanish Language Information Grants and Funding Extramural Research Division ... Low Vision Refractive Errors Retinopathy of Prematurity Science Spanish Videos Webinars NEI YouTube Videos: Amblyopia Embedded video ...

"Bacon Brains": Video Games for Teaching the Science of Addiction

Science.gov (United States)

Epstein, Joel; Noel, Jeffrey; Finnegan, Megan; Watkins, Kate

2016-01-01

Researchers have developed many different computerized interventions designed to teach students about the dangers of substance use. Following in this tradition, we produced a series of video games called "Bacon Brains." However, unlike many other programs, ours focused on the "Science of Addiction," providing lessons on how…

Using Video Vignettes of Historical Episodes for Promoting Pre-Service Teachers' Ideas about the Nature of Science

Science.gov (United States)

Cakmakci, Gultekin

2017-01-01

This study used video vignettes of historical episodes from documentary films as a context and instructional tool to promote pre-service science teachers' (PSTs) conceptions of the nature of science (NOS). The participants received explicit-reflective NOS instruction, and were introduced to techniques to be able to use scenes from documentary…

The effectiveness of streaming video on medical student learning: a case study.

Science.gov (United States)

Bridge, Patrick D; Jackson, Matt; Robinson, Leah

2009-08-19

Information technology helps meet today's medical students' needs by providing multiple curriculum delivery methods. Video streaming is an e-learning technology that uses the Internet to deliver curriculum while giving the student control of the content's delivery. There have been few studies conducted on the effectiveness of streaming video in medical schools. A 5-year retrospective study was conducted using three groups of students (n = 1736) to determine if the availability of streaming video in Years 1-2 of the basic science curriculum affected overall Step 1 scores for first-time test-takers. The results demonstrated a positive effect on program outcomes as streaming video became more readily available to students. Based on these findings, streaming video technology seems to be a viable tool to complement in-class delivery methods, to accommodate the needs of medical students, and to provide options for meeting the challenges of delivering the undergraduate medical curriculum. Further studies need to be conducted to continue validating the effectiveness of streaming video technology.

The Effect of the Video Game Quizlet on the Acquisiton of Science Vocabulary for Children With Learning Disabilities

Science.gov (United States)

Donovan, Kelsey Claire

The purposes of this study were (a) to determine if using the video learning game Quizlet in a middle school resource classroom increases science vocabulary acquisition of students with learning disabilities, (b) to determine if using the video learning game Quizlet in a middle school resource classroom increases the student engagement/on-task behavior of students with learning disabilities, and (c) to evaluate student comfort and satisfaction in using the video learning game Quizlet in a middle school resource classroom. Six middle school students, three female and three male participated in the study. A single subject design with ABAB phases was utilized over eight weeks. Results show that all students increased their science vocabulary acquisition and increased their on-task behaviors. A follow-up student satisfaction survey determined that the intervention was acceptable to all students. Further research to assess the effects of Quizlet is recommended.

THE CONTRIBUTION OF THE PRODUCTION OF DIGITAL VIDEOS BY DISCIPLES OF A MUNICIPAL SCHOOL IN THE CONSTRUCTION OF CONTEXTUALIZED KNOWLEDGE IN SCIENCE TEACHING

Directory of Open Access Journals (Sweden)

Sebastiao Silva Vieira

2017-10-01

Full Text Available This work presents an intervention research and participant that analyzes how the production of digital videos by students of a municipal school brings contributions to the construction of the knowledge contextualized in the teaching of sciences. For this purpose, references were used to cover four thematic areas: the use of digital technologies in the school context; The contextualization of contents in science education; Communication and mediation in school; And finally the production of digital video in science education. The qualitative methodology used, using semi-structured interviews and participant observation. Previously, the beginnings of the work of the students, workshops were created to create digital video, then a semistructured interview was carried out, in the post-production phase, with the students and the teacher. The results show that the production of digital videos have brought significant contributions to the students since participating in the workshop of video production, to the stage of conclusion and presentation of digital video in the classroom. With this, the students used the production of digital video as a differentiated methodology, source of research and production of knowledge. Participants, directors, learners and authors in the elaboration of the video, searching information related to the content, performing readings, planning the production, the "script", accompanying the assembly, using digital technologies in production, disseminating and participating in debates collectively. They constructed the knowledge proposed in science teaching and brought the curricular content studied into practice, reinforcing the discussion about the use and production of digital video as an educational tool.

Case Study: Guidelines for Producing Videos to Accompany Flipped Cases

Science.gov (United States)

Prud'homme-Généreux, Annie; Schiller, Nancy A.; Wild, John H.; Herreid, Clyde Freeman

2017-01-01

Three years ago, the "National Center for Case Study Teaching in Science" (NCCSTS) was inspired to merge the case study and flipped classroom approaches. The resulting project aimed to create the materials required to teach a flipped course in introductory biology by assigning videos as homework and case studies in the classroom. Three…

The effect of the video game Quizlet on the acquisition of science vocabulary for children with learning disabilities

Science.gov (United States)

Boyce, Deborah Ann

The purpose of this study was to investigate the impact of the learning video game Quizlet on students with learning disabilities in the science classroom. Specifically this study investigated (a) student academic performance, (b) student on-task behavior, and (c) student satisfaction using the learning video game. Student academic performance was measured in terms of vocabulary acquisition, and student engagement was measured in relation to on-task behaviors. Seven middle school students, three female and four male participated in the study. A single subject design with ABABAB phases and maintenance data collection was utilized. Results show that all students increased their grades in science vocabulary and increased on-task behaviors. A follow-up student satisfaction survey determined that the intervention was acceptable to all students. Additional studies to assess the effects of Quizlet are recommended.

A Multilevel Analysis of Diverse Learners Playing Life Science Video Games: Interactions between Game Content, Learning Disability Status, Reading Proficiency, and Gender

Science.gov (United States)

Israel, Maya; Wang, Shuai; Marino, Matthew T.

2016-01-01

Extant research reports differential effects related to the efficacy of video games as a means to enhance science instruction. However, there are very few studies examining differences in learning outcomes across student-level independent variables. This study used multilevel modeling to examine the effects of three video game-enhanced life…

Video Creation: A Tool for Engaging Students to Learn Science

Science.gov (United States)

Courtney, A. R.

2016-12-01

Students today process information very differently than those of previous generations. They are used to getting their news from 140-character tweets, being entertained by You-Tube videos, and Googling everything. Thus, traditional passive methods of content delivery do not work well for many of these millennials. All students, regardless of career goals, need to become scientifically literate to be able to function in a world where scientific issues are of increasing importance. Those who have had experience applying scientific reasoning to real-world problems in the classroom will be better equipped to make informed decisions in the future. The problem to be solved is how to present scientific content in a manner that fosters student learning in today's world. This presentation will describe how the appeal of technology and social communication via creation of documentary-style videos has been used to engage students to learn scientific concepts in a university non-science major course focused on energy and the environment. These video projects place control of the learning experience into the hands of the learner and provide an opportunity to develop critical thinking skills. Students discover how to locate scientifically reliable information by limiting searches to respected sources and synthesize the information through collaborative content creation to generate a "story". Video projects have a number of advantages over research paper writing. They allow students to develop collaboration skills and be creative in how they deliver the scientific content. Research projects are more effective when the audience is larger than just a teacher. Although our videos are used as peer-teaching tools in the classroom, they also are shown to a larger audience in a public forum to increase the challenge. Video will be the professional communication tool of the future. This presentation will cover the components of the video production process and instructional lessons

Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

Science.gov (United States)

Annetta, Leonard A.; Frazier, Wendy M.; Folta, Elizabeth; Holmes, Shawn; Lamb, Richard; Cheng, Meng-Tzu

2013-02-01

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher's attitudes and efficacy where impacted while designing science-based video games. The study's mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.

Capturing and displaying microscopic images used in medical diagnostics and forensic science using 4K video resolution - an application in higher education.

Science.gov (United States)

Maier, Hans; de Heer, Gert; Ortac, Ajda; Kuijten, Jan

2015-11-01

To analyze, interpret and evaluate microscopic images, used in medical diagnostics and forensic science, video images for educational purposes were made with a very high resolution of 4096 × 2160 pixels (4K), which is four times as many pixels as High-Definition Video (1920 × 1080 pixels). The unprecedented high resolution makes it possible to see details that remain invisible to any other video format. The images of the specimens (blood cells, tissue sections, hair, fibre, etc.) are recorded using a 4K video camera which is attached to a light microscope. After processing, this resulted in very sharp and highly detailed images. This material was then used in education for classroom discussion. Spoken explanation by experts in the field of medical diagnostics and forensic science was also added to the high-resolution video images to make it suitable for self-study. © 2015 The Authors. Journal of Microscopy published by John Wiley & Sons Ltd on behalf of Royal Microscopical Society.

Video-games do not negatively impact adolescent academic performance in science, mathematics or reading.

Science.gov (United States)

Drummond, Aaron; Sauer, James D

2014-01-01

Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement.

Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading

OpenAIRE

Drummond, Aaron; Sauer, James D.

2014-01-01

Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and readi...

NEI You Tube Videos: Amblyopia

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The Impact of Video Length on Learning in a Middle-Level Flipped Science Setting: Implications for Diversity Inclusion

Science.gov (United States)

Slemmons, Krista; Anyanwu, Kele; Hames, Josh; Grabski, Dave; Mlsna, Jeffery; Simkins, Eric; Cook, Perry

2018-05-01

Popularity of videos for classroom instruction has increased over the years due to affordability and user-friendliness of today's digital video cameras. This prevalence has led to an increase in flipped, K-12 classrooms countrywide. However, quantitative data establishing the appropriate video length to foster authentic learning is limited, particularly in middle-level classrooms. We focus on this aspect of video technology in two flipped science classrooms at the middle school level to determine the optimal video length to enable learning, increase retention and support student motivation. Our results indicate that while assessments directly following short videos were slightly higher, these findings were not significantly different from scores following longer videos. While short-term retention of material did not seem to be influenced by video length, longer-term retention for males and students with learning disabilities was higher following short videos compared to long as assessed on summative assessments. Students self-report that they were more engaged, had enhanced focus, and had a perceived higher retention of content following shorter videos. This study has important implications for student learning, application of content, and the development of critical thinking skills. This is particularly paramount in an era where content knowledge is just a search engine away.

Impact of an active educational video game on children’s motivation, science knowledge, and physical activity

Institute of Scientific and Technical Information of China (English)

Haichun Sun; Yong Gao

2016-01-01

Background: Active educational video games (AVGs) appear to have a positive effect on elementary school students’ motivation leading to enhanced learning outcomes. The purpose of this study was to identify the effectiveness of an AVG on elementary school students’ science knowledge learning, physical activity (PA) level, and interest-based motivation. Methods: In this randomized controlled study, 53 elementary school students were assigned to an experimental condition or a comparison condition. The experimental condition provided an AVG learning environment, whereas the comparison condition was based on sedentary educational video games. Results: The results of repeated measures analysis of variance (ANOVA) on the knowledge test showed that students in both groups performed better on the post-test than they did on the pre-test (p Conclusion: These results suggest that AVGs benefit children more in terms of PA and motivation than traditional video games by providing an enjoyable learning experience and sufficient PA.

The kids got game: Computer/video games, gender and learning outcomes in science classrooms

Science.gov (United States)

Anderson, Janice Lyn

In recent years educators have begun to explore how to purposively design computer/video games to support student learning. This interest in video games has arisen in part because educational video games appear to have the potential to improve student motivation and interest in technology, and engage students in learning through the use of a familiar medium (Squire, 2005; Shaffer, 2006; Gee, 2005). The purpose of this dissertation research is to specifically address the issue of student learning through the use of educational computer/video games. Using the Quest Atlantis computer game, this study involved a mixed model research strategy that allowed for both broad understandings of classroom practices and specific analysis of outcomes through the themes that emerged from the case studies of the gendered groups using the game. Specifically, this study examined how fifth-grade students learning about science concepts, such as water quality and ecosystems, unfolds over time as they participate in the Quest Atlantis computer game. Data sources included classroom observations and video, pre- and post-written assessments, pre- and post- student content interviews, student field notebooks, field reports and the field notes of the researcher. To make sense of how students learning unfolded, video was analyzed using a framework of interaction analysis and small group interactions (Jordan & Henderson, 1995; Webb, 1995). These coded units were then examined with respect to student artifacts and assessments and patterns of learning trajectories analyzed. The analysis revealed that overall, student learning outcomes improved from pre- to post-assessments for all students. While there were no observable gendered differences with respect to the test scores and content interviews, there were gendered differences with respect to game play. Implications for game design, use of external scaffolds, games as tools for learning and gendered findings are discussed.

Video-games do not negatively impact adolescent academic performance in science, mathematics or reading.

Directory of Open Access Journals (Sweden)

Aaron Drummond

Full Text Available Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement.

Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading

Science.gov (United States)

Drummond, Aaron; Sauer, James D.

2014-01-01

Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement. PMID:24699536

Videos Designed to Watch but Audience Required Telling stories is a cliché for best practice in videos. Frontier Scientists, a NSF project titled Science in Alaska: using Multimedia to Support Science Education stressed story but faced audience limitations. FS describes project's story process, reach results, and hypothesizes better scenarios.

Science.gov (United States)

O'Connell, E. A.

2016-12-01

Telling stories is a cliché for best practice in science videos. It's upheld as a method to capture audience attention in many fields. Findings from neurobiology research show character-driven stories cause the release of the neurochemical oxytocin in the brain. Oxytocin motivates cooperation with others and enhances a sense of empathy, in particular the ability to experience others' emotions. Developing character tension- as in our video design showcasing scientists along with their work- holds the viewers' attention, promotes recall of story, and has the potential to clearly broadcast the feelings and behaviors of the scientists. The brain chemical change should help answer the questions: Why should a viewer care about this science? How does it improve the world, or our lives? Is just a story-driven video the solution to science outreach? Answer: Not in our multi-media world. Frontier Scientists (FS) discovered in its three year National Science Foundation project titled 'Science in Alaska: using Multimedia to Support Science Education': the storied video is only part of the effort. Although FS created from scratch and drove a multimedia national campaign throughout the project, major reach was not achieved. Despite FS' dedicated web site, YouTube channel, weekly blog, monthly press release, Facebook and G+ pages, Twitter activity, contact with scientists' institutions, and TV broadcast, monthly activity on the web site seemed to plateau at about 3000 visitors to the FS website per month. Several factors hampered the effort: Inadequate funding for social media limited the ability of FS to get the word to untapped markets: those whose interest might be sparked by ad campaigns but who do not actively explore unfamiliar agencies' science education content. However, when institutions took advantage of promoting their scientists through the FS videos we saw an uptick in video views and the participating scientists were often contacted for additional stories or were

Lights, camera…citizen science: assessing the effectiveness of smartphone-based video training in invasive plant identification.

Directory of Open Access Journals (Sweden)

Jared Starr

Full Text Available The rapid growth and increasing popularity of smartphone technology is putting sophisticated data-collection tools in the hands of more and more citizens. This has exciting implications for the expanding field of citizen science. With smartphone-based applications (apps, it is now increasingly practical to remotely acquire high quality citizen-submitted data at a fraction of the cost of a traditional study. Yet, one impediment to citizen science projects is the question of how to train participants. The traditional "in-person" training model, while effective, can be cost prohibitive as the spatial scale of a project increases. To explore possible solutions, we analyze three training models: 1 in-person, 2 app-based video, and 3 app-based text/images in the context of invasive plant identification in Massachusetts. Encouragingly, we find that participants who received video training were as successful at invasive plant identification as those trained in-person, while those receiving just text/images were less successful. This finding has implications for a variety of citizen science projects that need alternative methods to effectively train participants when in-person training is impractical.

Informal Physics Learning from Video Games: A Case Study Using Gameplay Videos

Science.gov (United States)

Croxton, DeVaughn; Kortemeyer, Gerd

2018-01-01

Researching informal gameplay can be challenging, since as soon as a formal study design is imposed, it becomes neither casual nor self-motivated. As a case study of a non-invasive design, we analyze publicly posted gameplay videos to assess the effectiveness of a physics educational video game on special relativity. These videos offer unique…

Integration of Research Into Science-outreach (IRIS): A Video and Web-based Approach

Science.gov (United States)

Clay, P. L.; O'Driscoll, B.

2013-12-01

The development of the IRIS (Integration of Research Into Science-outreach) initiative is aimed at using field- and laboratory- based videos and blog entries to enable a sustained outreach relationship between university researchers and local classrooms. IRIS seeks to communicate complex, cutting-edge scientific research in the Earth and Planetary sciences to school-aged children in a simple and interesting manner, in the hope of ameliorating the overall decline of children entering into science and engineering fields in future generations. The primary method of delivery IRIS utilizes is the media of film, ';webinars' and blog entries. Filmed sequences of laboratory work, field work, science demos and mini webinars on current and relevant material in the Earth and Planetary sciences are ';subscribed' to by local schools. Selected sequences are delivered in 20-30 minute film segments with accompanying written material. The level at which the subject matter is currently geared is towards secondary level school-aged children, with the purpose of inspiring and encouraging curiosity, learning and development in scientific research. The video broadcasts are supplemented by a hands-on visit 1-2 times per year by a group of scientists participating in the filmed sequences to the subscribing class, with the objective of engaging and establishing a natural rapport between the class and the scientists that they see in the broadcasts. This transgresses boundaries that traditional 'one off' outreach platforms often aren't able to achieve. The initial results of the IRIS outreach initiative including successes, problems encountered and classroom feedback will be reported.

Smoking in Video Games: A Systematic Review

OpenAIRE

Forsyth, SR; Malone, RE

2016-01-01

INTRODUCTION: Video games are played by a majority of adolescents, yet little is known about whether and how video games are associated with smoking behavior and attitudes. This systematic review examines research on the relationship between video games and smoking. METHODS: We searched MEDLINE, psycINFO, and Web of Science through August 20, 2014. Twenty-four studies met inclusion criteria. Studies were synthesized qualitatively in four domains: the prevalence and incidence of smoking imager...

NEI You Tube Videos: Amblyopia

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Full Text Available ... Amaurosis Low Vision Refractive Errors Retinopathy of Prematurity Science Spanish Videos Webinars NEI YouTube Videos: Amblyopia Embedded video for NEI YouTube Videos: Amblyopia NEI Home Contact Us A-Z Site Map NEI on Social Media Information in Spanish (Información en español) Website, ...

Science Teacher Efficacy and Extrinsic Factors toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

Science.gov (United States)

Annetta, Leonard A.; Frazier, Wendy M.; Folta, Elizabeth; Holmes, Shawn; Lamb, Richard; Cheng, Meng-Tzu

2013-01-01

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based…

Interactive Online Modules and Videos for Learning Geological Concepts at the University of Toronto Department of Earth Sciences

Science.gov (United States)

Veglio, E.; Graves, L. W.; Bank, C. G.

2014-12-01

We designed various computer-based applications and videos as educational resources for undergraduate courses at the University of Toronto in the Earth Science Department. These resources were developed in effort to enhance students' self-learning of key concepts as identified by educators at the department. The interactive learning modules and videos were created using the programs MATLAB and Adobe Creative Suite 5 (Photoshop and Premiere) and range from optical mineralogy (extinction and Becke line), petrology (equilibrium melting in 2-phase systems), crystallography (crystal systems), geophysics (gravity anomaly), and geologic history (evolution of Canada). These resources will be made available for students on internal course websites as well as through the University of Toronto Earth Science's website (www.es.utoronto.ca) where appropriate; the video platform YouTube.com may be used to reach a wide audience and promote the material. Usage of the material will be monitored and feedback will be collected over the next academic year in order to gage the use of these interactive learning tools and to assess if these computer-based applications and videos foster student engagement and active learning, and thus offer an enriched learning experience.

Physics and Video Analysis

Science.gov (United States)

Allain, Rhett

2016-05-01

We currently live in a world filled with videos. There are videos on YouTube, feature movies and even videos recorded with our own cameras and smartphones. These videos present an excellent opportunity to not only explore physical concepts, but also inspire others to investigate physics ideas. With video analysis, we can explore the fantasy world in science-fiction films. We can also look at online videos to determine if they are genuine or fake. Video analysis can be used in the introductory physics lab and it can even be used to explore the make-believe physics embedded in video games. This book covers the basic ideas behind video analysis along with the fundamental physics principles used in video analysis. The book also includes several examples of the unique situations in which video analysis can be used.

Interactive Video, The Next Step

Science.gov (United States)

Strong, L. R.; Wold-Brennon, R.; Cooper, S. K.; Brinkhuis, D.

2012-12-01

Video has the ingredients to reach us emotionally - with amazing images, enthusiastic interviews, music, and video game-like animations-- and it's emotion that motivates us to learn more about our new interest. However, watching video is usually passive. New web-based technology is expanding and enhancing the video experience, creating opportunities to use video with more direct interaction. This talk will look at an Educaton and Outreach team's experience producing video-centric curriculum using innovative interactive media tools from TED-Ed and FlixMaster. The Consortium for Ocean Leadership's Deep Earth Academy has partnered with the Center for Dark Energy Biosphere Investigations (C-DEBI) to send educators and a video producer aboard three deep sea research expeditions to the Juan de Fuca plate to install and service sub-seafloor observatories. This collaboration between teachers, students, scientists and media producers has proved a productive confluence, providing new ways of understanding both ground-breaking science and the process of science itself - by experimenting with new ways to use multimedia during ocean-going expeditions and developing curriculum and other projects post-cruise.

Bringing Evolution to a Technological Generation: A Case Study with the Video Game SPORE

Science.gov (United States)

Poli, DorothyBelle; Berenotto, Christopher; Blankenship, Sara; Piatkowski, Bryan; Bader, Geoffrey A.; Poore, Mark

2012-01-01

The video game SPORE was found to hold characteristics that stimulate higher-order thinking even though it rated poorly for accurate science. Interested in evaluating whether a scientifically inaccurate video game could be used effectively, we exposed students to SPORE during an evolution course. Students that played the game reported that they…

Writing Assignments in Disguise: Lessons Learned Using Video Projects in the Classroom

Science.gov (United States)

Wade, P.; Courtney, A.

2012-12-01

This study describes the instructional approach of using student-created video documentaries as projects in an undergraduate non-science majors' Energy Perspectives science course. Four years of teaching this course provided many reflective teaching moments from which we have enhanced our instructional approach to teaching students how to construct a quality Ken Burn's style science video. Fundamental to a good video documentary is the story told via a narrative which involves significant writing, editing and rewriting. Many students primarily associate a video documentary with visual imagery and do not realize the importance of writing in the production of the video. Required components of the student-created video include: 1) select a topic, 2) conduct research, 3) write an outline, 4) write a narrative, 5) construct a project storyboard, 6) shoot or acquire video and photos (from legal sources), 7) record the narrative, 8) construct the video documentary, 9) edit and 10) finalize the project. Two knowledge survey instruments (administered pre- and post) were used for assessment purposes. One survey focused on the skills necessary to research and produce video documentaries and the second survey assessed students' content knowledge acquired from each documentary. This talk will focus on the components necessary for video documentaries and the instructional lessons learned over the years. Additionally, results from both surveys and student reflections of the video project will be shared.

NEI You Tube Videos: Amblyopia

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Scaffolding With and Through Videos

DEFF Research Database (Denmark)

Otrel-Cass, Kathrin; Khoo, Elaine; Cowie, Bronwen

2012-01-01

In New Zealand and internationally claims are being made about the potential for information and communication technologies (ICTs) to transform teaching and learning. However, the theoretical underpinnings explaining the complex interplay between the content, pedagogy and technology a teacher needs...... to scaffold learning. It showcases the intricate interplay between teachers’ knowledge about content, digital video technology, and students’ learning needs based on a qualitative study of two science teachers and their students in a New Zealand primary school....... to consider must be expanded. This article explicates theoretical and practical ideas related to teachers’ application of their ICT technology, pedagogy, and content knowledge (TPACK) in science. The article unpacks the social and technological dimensions of teachers’ use of TPACK when they use digital videos...

The Design and Use of Planetary Science Video Games to Teach Content while Enhancing Spatial Reasoning Skills

Science.gov (United States)

Ziffer, Julie; Nadirli, Orkhan; Rudnick, Benjamin; Pinkham, Sunny; Montgomery, Benjamin

2016-10-01

Traditional teaching of Planetary Science requires students to possess well developed spatial reasoning skills (SRS). Recent research has demonstrated that SRS, long known to be crucial to math and science success, can be improved among students who lack these skills (Sorby et al., 2009). Teaching spatial reasoning is particularly valuable to women and minorities who, through societal pressure, often doubt their abilities (Hill et al., 2010). To address SRS deficiencies, our team is developing video games that embed SRS training into Planetary Science content. Our first game, on Moon Phases, addresses the two primary challenges faced by students trying to understand the Sun-Earth-Moon system: 1) visualizing the system (specifically the difference between the Sun-Earth orbital plane and the Earth-Moon orbital plane) and 2) comprehending the relationship between time and the position-phase of the Moon. In our second video game, the student varies an asteroid's rotational speed, shape, and orientation to the light source while observing how these changes effect the resulting light curve. To correctly pair objects to their light curves, students use spatial reasoning skills to imagine how light scattering off a three dimensional rotating object is imaged on a sensor plane and is then reduced to a series of points on a light curve plot. These two games represent the first of our developing suite of high-interest video games designed to teach content while increasing the student's competence in spatial reasoning.

The efficacy of print and video in correcting cognitive misconceptions in science

Science.gov (United States)

Finney, Mary Jo

One hundred fifty-three fifth grade students found to have misconceptions about seasonal change were randomly assigned to either a video-print or print-video group. In Study One, each group read or viewed content about seasonal change and a free recall, multiple choice and application task were administered during the following week. Two weeks later, Study Two replicated the procedures with the groups receiving content in the alternate media. Hypotheses predicting video would be more effective than print in correcting misconceptions were rejected since there was either no significance on the measures or performance was higher after reading. Exposure to both media favored the video-print order. Low and high ability readers performed better after print treatment with no significant difference between media among average ability readers. More concepts than content vocabulary were present in written responses by both video and print groups. Post-hoc analysis revealed no gender differences, no significant difference in length of free recall between Study One and Study Two and significant differences between reading abilities on all measures.

Preschoolers' Recall of Science Content From Educational Videos Presented With and Without Songs

Science.gov (United States)

Schechter, Rachel L.

This experimental investigation evaluated the impact of educational songs on a child's ability to recall scientific content from an educational television program. Preschoolers' comprehension of the educational content was examined by measuring children's ability to recall the featured science content (the function of a pulley and its parts) and their use of the precise scientific terms presented in the episode. A total of 91 preschoolers were included (3-5 years old). Clusters of children were randomly assigned to a control group or one of three video groups: (a) Dialogue Only, which did not include a song; (b) Dialogue Plus Lyrics, which included a song; or (c) Lyrics Only, which consisted of a song, played twice. Results from interviews suggested that children from all video groups (lyrics and/or dialogue) were able to explain the form and function of a pulley better than the control group. The data suggested that children from the Lyrics Only group understood the science content because of the visual imagery, not through the information provided in the lyrics. In terms of precise vocabulary terms, significantly more children in the Dialogue Only group recalled at least one precise term from the program compared to the Lyrics Only group. Looking at the interview as a whole, the children's responses suggested different levels of scientific understanding. Children would require additional teacher-led instruction to deepen their scientific understanding and to clarify any misconceptions. This paper discusses implications of these findings for teachers using multi-media tools in the science classroom and producers creating new educational programming for television and other platforms.

Informal physics learning from video games: a case study using gameplay videos

Science.gov (United States)

Croxton, DeVaughn; Kortemeyer, Gerd

2018-01-01

Researching informal gameplay can be challenging, since as soon as a formal study design is imposed, it becomes neither casual nor self-motivated. As a case study of a non-invasive design, we analyze publicly posted gameplay videos to assess the effectiveness of a physics educational video game on special relativity. These videos offer unique insights into informal learning through gaming, as players do not only describe the gameplay mechanics, but also explore physics concepts in a think-aloud fashion while they ponder the experience and effects. We find that while this methodology has substantial limitations, it is complementary when it comes to assessing motivations and attitudes, as well as to gathering data on conceptual hurdles.

NEI You Tube Videos: Amblyopia

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Full Text Available ... Amblyopia Listen NEI YouTube Videos YouTube Videos Home Age-Related Macular Degeneration Amblyopia Animations Blindness Cataract Convergence ... is maintained by the NEI Office of Science Communications, Public Liaison, and Education. Technical questions about this ...

Teaching science through video games

Science.gov (United States)

Smaldone, Ronald A.; Thompson, Christina M.; Evans, Monica; Voit, Walter

2017-02-01

Imagine a class without lessons, tests and homework, but with missions, quests and teamwork. Video games offer an attractive educational platform because they are designed to be fun and engaging, as opposed to traditional approaches to teaching through lectures and assignments.

The Students Experiences With Live Video-Streamed Teaching Classes

DEFF Research Database (Denmark)

Jelsbak, Vibe Alopaeus; Ørngreen, Rikke; Buus, Lillian

2017-01-01

The Bachelor's Degree Programme of Biomedical Laboratory Science at VIA Faculty of Health Sciences offers a combination of live video-streamed and traditional teaching. It is the student’s individual choice whether to attend classes on-site or to attend classes from home via live video-stream. Our...... previous studies revealed that the live-streamed sessions compared to on-site teaching reduced interaction and dialogue between attendants, and that the main reasons were technological issues and the teacher’s choice of teaching methods. One of our goals therefore became to develop methods and implement...... transparency in the live video-streamed teaching sessions during a 5-year period of continuous development of technological and pedagogical solutions for live-streamed teaching. Data describing student’s experiences were gathered in a longitudinal study of four sessions from 2012 to 2017 using a qualitative...

Teaching Social Studies with Video Games

Science.gov (United States)

Maguth, Brad M.; List, Jonathan S.; Wunderle, Matthew

2015-01-01

Today's youth have grown up immersed in technology and are increasingly relying on video games to solve problems, engage socially, and find entertainment. Yet research and vignettes of teachers actually using video games to advance student learning in social studies is scarce (Hutchinson 2007). This article showcases how social studies…

Capturing and displaying microscopic images used in medical diagnostics and forensic science using 4K video resolution – an application in higher education

NARCIS (Netherlands)

Jan Kuijten; Ajda Ortac; Hans Maier; Gert de Heer

2015-01-01

To analyze, interpret and evaluate microscopic images, used in medical diagnostics and forensic science, video images for educational purposes were made with a very high resolution of 4096 × 2160 pixels (4K), which is four times as many pixels as High-Definition Video (1920 × 1080 pixels).

Leveraging the power of music to improve science education

Science.gov (United States)

Crowther, Gregory J.; McFadden, Tom; Fleming, Jean S.; Davis, Katie

2016-01-01

We assessed the impact of music videos with science-based lyrics on content knowledge and attitudes in a three-part experimental research study of over 1000 participants (mostly K-12 students). In Study A, 13 of 15 music videos were followed by statistically significant improvements on questions about material covered in the videos, while performance on 'bonus questions' not covered by the videos did not improve. Video-specific improvement was observed in both basic knowledge and genuine comprehension (levels 1 and 2 of Bloom's taxonomy, respectively) and after both lyrics-only and visually rich versions of some videos. In Study B, musical versions of additional science videos were not superior to non-musical ones in their immediate impact on content knowledge, though musical versions were significantly more enjoyable. In Study C, a non-musical video on fossils elicited greater immediate test improvement than the musical version ('Fossil Rock Anthem'); however, viewers of the music video enjoyed a modest advantage on a delayed post-test administered 28 days later. Music video viewers more frequently rated their video as 'fun', and seemed more likely to revisit and/or share the video. Our findings contribute to a broader dialogue on promising new pedagogical strategies in science education.

How Commercial and "Violent" Video Games Can Promote Culturally Sensitive Science Learning: Some Questions and Challenges

Science.gov (United States)

Kwah, Helen

2012-01-01

In their paper, Munoz and El-Hani propose to bring video games into science classrooms to promote culturally sensitive ethics and citizenship education. Instead of bringing "educational" games, Munoz and El-Hani take a more creative route and include games such as Fallout 3[R] precisely because they are popular and they reproduce ideological and…

Presenting Science in a Video-Delivered, Web-based Format: Comparing Learning Settings To Get the Most Out of Teaching.

Science.gov (United States)

Urven, Lance E.; Yin, L. Roger; Eshelman, Bruce D.; Bak, John D.

2000-01-01

Describes a high school course entitled "Science Technology in Society". High school students use live video presentations and world wide web courseware. Concludes that distance learning students performed as well as traditionally instructed students. (SAH)

Hierarchical event selection for video storyboards with a case study on snooker video visualization.

Science.gov (United States)

Parry, Matthew L; Legg, Philip A; Chung, David H S; Griffiths, Iwan W; Chen, Min

2011-12-01

Video storyboard, which is a form of video visualization, summarizes the major events in a video using illustrative visualization. There are three main technical challenges in creating a video storyboard, (a) event classification, (b) event selection and (c) event illustration. Among these challenges, (a) is highly application-dependent and requires a significant amount of application specific semantics to be encoded in a system or manually specified by users. This paper focuses on challenges (b) and (c). In particular, we present a framework for hierarchical event representation, and an importance-based selection algorithm for supporting the creation of a video storyboard from a video. We consider the storyboard to be an event summarization for the whole video, whilst each individual illustration on the board is also an event summarization but for a smaller time window. We utilized a 3D visualization template for depicting and annotating events in illustrations. To demonstrate the concepts and algorithms developed, we use Snooker video visualization as a case study, because it has a concrete and agreeable set of semantic definitions for events and can make use of existing techniques of event detection and 3D reconstruction in a reliable manner. Nevertheless, most of our concepts and algorithms developed for challenges (b) and (c) can be applied to other application areas. © 2010 IEEE

Learning based on library automation in mobile devices: The video production by students of Universidade Federal do Cariri Library Science Undergraduate Degree

Directory of Open Access Journals (Sweden)

David Vernon VIEIRA

Full Text Available Abstract The video production for learning has been evident over the last few years especially when it involves aspects of the application of hardware and software for automation spaces. In Librarianship Undergraduate Degrees the need for practical learning focused on the knowledge of the requirements for library automation demand on teacher to develop an educational content to enable the student to learn through videos in order to increase the knowledge about information technology. Thus, discusses the possibilities of learning through mobile devices in education reporting an experience that took place with students who entered in March, 2015 (2015.1 Bachelor Degree in Library Science from the Universidade Federal do Cariri (Federal University of Cariri in state of Ceará, Brazil. The literature review includes articles publicated in scientific journals and conference proceedings and books in English, Portuguese and Spanish on the subject. The methodology with quantitative and qualitative approach includes an exploratory study, where the data collection was used online survey to find out the experience of the elaboration of library automation videos by students who studied in that course. The learning experience using mobile devices for recording of technological environments of libraries allowed them to be produced 25 videos that contemplated aspects of library automation having these actively participated in production of the video and its publication on the Internet.

Home Video Telemetry vs inpatient telemetry: A comparative study looking at video quality

Directory of Open Access Journals (Sweden)

Sutapa Biswas

Full Text Available Objective: To compare the quality of home video recording with inpatient telemetry (IPT to evaluate our current Home Video Telemetry (HVT practice. Method: To assess our HVT practice, a retrospective comparison of the video quality against IPT was conducted with the latter as the gold standard. A pilot study had been conducted in 2008 on 5 patients.Patients (n = 28 were included in each group over a period of one year.The data was collected from referral spreadsheets, King’s EPR and telemetry archive.Scoring of the events captured was by consensus using two scorers.The variables compared included: visibility of the body part of interest, visibility of eyes, time of event, illumination, contrast, sound quality and picture clarity when amplified to 200%.Statistical evaluation was carried out using Shapiro–Wilk and Chi-square tests. The P-value of ⩽0.05 was considered statistically significant. Results: Significant differences were demonstrated in lighting and contrast between the two groups (HVT performed better in both.Amplified picture quality was slightly better in the HVT group. Conclusion: Video quality of HVT is comparable to IPT, even surpassing IPT in certain aspects such as the level of illumination and contrast. Results were reconfirmed in a larger sample of patients with more variables. Significance: Despite the user and environmental variability in HVT, it looks promising and can be seriously considered as a preferable alternative for patients who may require investigation at locations remote from an EEG laboratory. Keywords: Home Video Telemetry, EEG, Home video monitoring, Video quality

Secured web-based video repository for multicenter studies.

Science.gov (United States)

Yan, Ling; Hicks, Matt; Winslow, Korey; Comella, Cynthia; Ludlow, Christy; Jinnah, H A; Rosen, Ami R; Wright, Laura; Galpern, Wendy R; Perlmutter, Joel S

2015-04-01

We developed a novel secured web-based dystonia video repository for the Dystonia Coalition, part of the Rare Disease Clinical Research network funded by the Office of Rare Diseases Research and the National Institute of Neurological Disorders and Stroke. A critical component of phenotypic data collection for all projects of the Dystonia Coalition includes a standardized video of each participant. We now describe our method for collecting, serving and securing these videos that is widely applicable to other studies. Each recruiting site uploads standardized videos to a centralized secured server for processing to permit website posting. The streaming technology used to view the videos from the website does not allow downloading of video files. With appropriate institutional review board approval and agreement with the hosting institution, users can search and view selected videos on the website using customizable, permissions-based access that maintains security yet facilitates research and quality control. This approach provides a convenient platform for researchers across institutions to evaluate and analyze shared video data. We have applied this methodology for quality control, confirmation of diagnoses, validation of rating scales, and implementation of new research projects. We believe our system can be a model for similar projects that require access to common video resources. Copyright © 2015 Elsevier Ltd. All rights reserved.

Using Short Videos to Teach Research Ethics

Science.gov (United States)

Loui, M. C.

2014-12-01

Created with support from the National Science Foundation, EthicsCORE (www.natonalethicscenter.org) is an online resource center for ethics in science and engineering. Among the resources, EthicsCORE hosts short video vignettes produced at the University of Nebraska - Lincoln that dramatize problems in the responsible conduct of research, such as peer review of journal submissions, and mentoring relationships between faculty and graduate students. I will use one of the video vignettes in an interactive pedagogical demonstration. After showing the video, I will ask participants to engage in a think-pair-share activity on the professional obligations of researchers. During the sharing phase, participants will supply the reasons for these obligations.

Video-game epilepsy: a European study.

Science.gov (United States)

Kasteleijn-Nolst Trenité, D G; da Silva, A M; Ricci, S; Binnie, C D; Rubboli, G; Tassinari, C A; Segers, J P

1999-01-01

With the introduction of Nintendo video-games on a large scale, reports of children having seizures while playing suggested a possible specific, provocative factor. Although 50% of the photosensitive patients are also sensitive to a 50-Hz television, nonphotosensitive patients with a history of video-game seizures were described as well. The question arises whether this is a mere coincidence, provoked by fatigue and stress, is related to the reaction to the television screen itself, or depends on the movement and color of the pictures of this specific game. A European study was performed in four countries and five sites. All patients were selected because of a history of television, video- or computer-game seizures, with a history of sun-light-, discotheque-, or black and white pattern-evoked seizures, or were already known to be sensitive to intermittent photic stimulation. A total of 387 patients were investigated; 220 (75%) were female and 214 (55%) of those were video- or computer-game seizure, were significantly more sensitive to pattern and to the 50-Hz television (chi square, p video- or computer game, 14% proved not to be photosensitive. Although no difference in age or use of medication was found, twice as many men were found in this nonphotosensitive group.

Curious minds in the classroom : The influence of video feedback coaching for teachers in science and technology lessons

NARCIS (Netherlands)

Wetzels, Anna

2015-01-01

Science and technology (S & T) play an important role in society, because every citizen needs a certain basic understanding of S & T to participate in the public debate, for example, in discussions with regard to topics such as climate change and gene manipulation. This thesis describes how video

CS Seminar Videos

OpenAIRE

Ong, Derek; Tona, Glen; Gibb, Kyle; Parbadia, Sivani

2013-01-01

Main site for our project can be found at this URL: http://vtechworks.lib.vt.edu/handle/10919/19036. From here you can find videos of all the CS seminars and distinguished lectures given this semester. Each video has its own abstract and description. The files attached in this section are a final report in both raw Word Document and archival PDF formats and a presentation in both raw Powerpoint and archival PDF formats. Computer Science seminars are a very educational and interesting as...

Video in Non-Formal Education: A Bibliographical Study.

Science.gov (United States)

Lewis, Peter M.

Intended to inform United Nations member states about the application of electronic recording and replaying devices in the nonformal education domain, this bibliographic study surveys the literature on video. Since the study is meant to be of particular use to decision makers in developing countries, video projects in North America and Western…

Smoking in Video Games: A Systematic Review.

Science.gov (United States)

Forsyth, Susan R; Malone, Ruth E

2016-06-01

Video games are played by a majority of adolescents, yet little is known about whether and how video games are associated with smoking behavior and attitudes. This systematic review examines research on the relationship between video games and smoking. We searched MEDLINE, psycINFO, and Web of Science through August 20, 2014. Twenty-four studies met inclusion criteria. Studies were synthesized qualitatively in four domains: the prevalence and incidence of smoking imagery in video games (n = 6), video game playing and smoking behavior (n = 11), video game addiction and tobacco addiction (n = 5) and genre-specific game playing and smoking behavior (n = 3). Tobacco content was present in a subset of video games. The literature is inconclusive as to whether exposure to video games as a single construct is associated with smoking behavior. Four of five studies found an association between video game addiction and smoking. For genre-specific game playing, studies suggest that the type of game played affected association with smoking behavior. Research on how playing video games influences adolescents' perceptions of smoking and smoking behaviors is still in its nascence. Further research is needed to understand how adolescents respond to viewing and manipulating tobacco imagery, and whether engaging in game smoking translates into changes in real-world attitudes or behavior. Smoking imagery in video games may contribute to normalizing adolescent smoking. A large body of research has shown that smoking imagery in a variety of media types contributes to adolescent smoking uptake and the normalization of smoking behavior, and almost 90% of adolescents play video games, yet there has never been a published systematic review of the literature on this important topic. This is the first systematic review to examine the research on tobacco and video games.We found that tobacco imagery is indeed present in video games, the relationship between video game playing and smoking

A System based on Adaptive Background Subtraction Approach for Moving Object Detection and Tracking in Videos

Directory of Open Access Journals (Sweden)

Bahadır KARASULU

2013-04-01

Full Text Available Video surveillance systems are based on video and image processing research areas in the scope of computer science. Video processing covers various methods which are used to browse the changes in existing scene for specific video. Nowadays, video processing is one of the important areas of computer science. Two-dimensional videos are used to apply various segmentation and object detection and tracking processes which exists in multimedia content-based indexing, information retrieval, visual and distributed cross-camera surveillance systems, people tracking, traffic tracking and similar applications. Background subtraction (BS approach is a frequently used method for moving object detection and tracking. In the literature, there exist similar methods for this issue. In this research study, it is proposed to provide a more efficient method which is an addition to existing methods. According to model which is produced by using adaptive background subtraction (ABS, an object detection and tracking system’s software is implemented in computer environment. The performance of developed system is tested via experimental works with related video datasets. The experimental results and discussion are given in the study

Identification of Mobile Phone and Analysis of Original Version of Videos through a Delay Time Analysis of Sound Signals from Mobile Phone Videos.

Science.gov (United States)

Hwang, Min Gu; Har, Dong Hwan

2017-11-01

This study designs a method of identifying the camera model used to take videos that are distributed through mobile phones and determines the original version of the mobile phone video for use as legal evidence. For this analysis, an experiment was conducted to find the unique characteristics of each mobile phone. The videos recorded by mobile phones were analyzed to establish the delay time of sound signals, and the differences between the delay times of sound signals for different mobile phones were traced by classifying their characteristics. Furthermore, the sound input signals for mobile phone videos used as legal evidence were analyzed to ascertain whether they have the unique characteristics of the original version. The objective of this study was to find a method for validating the use of mobile phone videos as legal evidence using mobile phones through differences in the delay times of sound input signals. © 2017 American Academy of Forensic Sciences.

Dynamic study of DSA by video-densitometry

International Nuclear Information System (INIS)

Imamura, Keiko; Tsukamoto, Hiroshi; Ashida, Hiroshi; Ishikawa, Tohru; Fujii, Masamichi; Uji, Teruyuki

1985-01-01

A system was developed for the dynamic study of DSA by video-densitometric technique. As subtraction images are stored to VTR in our DSA examinations, a frame counter was designed to select images on VTR at an arbitrary interval. ROI setting and video-densitometry were performed using a TV image processor and its host computer. Images were sampled at the rate of 3 frames per second, and clear time-density curves were obtained from brain DSA examinations. Although it takes about 30 minutes to analyse one examination, it is also possible to analyse previous data stored on VTR. For DSA systems having no additional digital storage unit, this method will be helpful. Reduction in image quality through VTR storage had no problem in video-densitometry. Phantom studies have been made concerning the temporal variation of the image brightness during the 20 second-exposure and also the effect of the subjects thickness on the contrast. Filtering for low-grade averaging is preferable for dynamic studies. (author)

Videos and Animations for Vocabulary Learning: A Study on Difficult Words

Science.gov (United States)

Lin, Chih-cheng; Tseng, Yi-fang

2012-01-01

Studies on using still images and dynamic videos in multimedia annotations produced inconclusive results. A further examination, however, showed that the principle of using videos to explain complex concepts was not observed in the previous studies. This study was intended to investigate whether videos, compared with pictures, better assist…

Headlines: Planet Earth: Improving Climate Literacy with Short Format News Videos

Science.gov (United States)

Tenenbaum, L. F.; Kulikov, A.; Jackson, R.

2012-12-01

One of the challenges of communicating climate science is the sense that climate change is remote and unconnected to daily life--something that's happening to someone else or in the future. To help face this challenge, NASA's Global Climate Change website http://climate.nasa.gov has launched a new video series, "Headlines: Planet Earth," which focuses on current climate news events. This rapid-response video series uses 3D video visualization technology combined with real-time satellite data and images, to throw a spotlight on real-world events.. The "Headlines: Planet Earth" news video products will be deployed frequently, ensuring timeliness. NASA's Global Climate Change Website makes extensive use of interactive media, immersive visualizations, ground-based and remote images, narrated and time-lapse videos, time-series animations, and real-time scientific data, plus maps and user-friendly graphics that make the scientific content both accessible and engaging to the public. The site has also won two consecutive Webby Awards for Best Science Website. Connecting climate science to current real-world events will contribute to improving climate literacy by making climate science relevant to everyday life.

Video game characteristics, happiness and flow as predictors of addiction among video game players: a pilot study

OpenAIRE

Hull, DC; Williams, GA; Griffiths, MD

2013-01-01

Aims:\\ud Video games provide opportunities for positive psychological experiences such as flow-like phenomena during play and general happiness that could be associated with gaming achievements. However, research has shown that specific features of game play may be associated with problematic behaviour associated with addiction-like experiences. The study was aimed at analysing whether certain structural characteristics of video games, flow, and global happiness could be predictive of video g...

Challenges and opportunities: using a science-based video game in secondary school settings

Science.gov (United States)

Muehrer, Rachel; Jenson, Jennifer; Friedberg, Jeremy; Husain, Nicole

2012-12-01

Simulations and games are not new artifacts to the study of science in secondary school settings (Hug, Kriajcik and Marx 2005), however teachers remain skeptical as to their value, use and appropriateness (Rice 2006). The difficulty is not only the design and development of effective play environments that produce measurable changes in knowledge and/or understanding, but also in their on-the-ground use (Jaipal and Figg 2010). This paper reports on the use of a science-focused video game in five very different secondary school settings in Ontario, Canada. A mixed-methods approach was used in the study, and included data gathered on general gameplay habits and technology use, as well as informal interviews with teachers and students who played the game. In total, 161 participants played a series of games focused on the "life of a plant", and were given both a pre and post quiz to determine if the game helped them retain and/or change what they knew about scientific processes like plant cell anatomy and photosynthesis. Participants showed statistically significant improvement on quizzes that were taken after playing the game for approximately one-hour sessions, despite difficulties in some cases both accessing and playing the game for the full hour. Our findings also reveal the ongoing challenges in making use of technology in a variety of school sessions, even when using a browser-based game, that demanded very little other than a reliable internet connection.

Video game characteristics, happiness and flow as predictors of addiction among video game players: A pilot study.

Science.gov (United States)

Hull, Damien C; Williams, Glenn A; Griffiths, Mark D

2013-09-01

Video games provide opportunities for positive psychological experiences such as flow-like phenomena during play and general happiness that could be associated with gaming achievements. However, research has shown that specific features of game play may be associated with problematic behaviour associated with addiction-like experiences. The study was aimed at analysing whether certain structural characteristics of video games, flow, and global happiness could be predictive of video game addiction. A total of 110 video game players were surveyed about a game they had recently played by using a 24-item checklist of structural characteristics, an adapted Flow State Scale, the Oxford Happiness Questionnaire, and the Game Addiction Scale. The study revealed decreases in general happiness had the strongest role in predicting increases in gaming addiction. One of the nine factors of the flow experience was a significant predictor of gaming addiction - perceptions of time being altered during play. The structural characteristic that significantly predicted addiction was its social element with increased sociability being associated with higher levels of addictive-like experiences. Overall, the structural characteristics of video games, elements of the flow experience, and general happiness accounted for 49.2% of the total variance in Game Addiction Scale levels. Implications for interventions are discussed, particularly with regard to making players more aware of time passing and in capitalising on benefits of social features of video game play to guard against addictive-like tendencies among video game players.

Video game characteristics, happiness and flow as predictors of addiction among video game players: A pilot study

Science.gov (United States)

Hull, Damien C.; Williams, Glenn A.; Griffiths, Mark D.

2013-01-01

Aims: Video games provide opportunities for positive psychological experiences such as flow-like phenomena during play and general happiness that could be associated with gaming achievements. However, research has shown that specific features of game play may be associated with problematic behaviour associated with addiction-like experiences. The study was aimed at analysing whether certain structural characteristics of video games, flow, and global happiness could be predictive of video game addiction. Method: A total of 110 video game players were surveyed about a game they had recently played by using a 24-item checklist of structural characteristics, an adapted Flow State Scale, the Oxford Happiness Questionnaire, and the Game Addiction Scale. Results: The study revealed decreases in general happiness had the strongest role in predicting increases in gaming addiction. One of the nine factors of the flow experience was a significant predictor of gaming addiction – perceptions of time being altered during play. The structural characteristic that significantly predicted addiction was its social element with increased sociability being associated with higher levels of addictive-like experiences. Overall, the structural characteristics of video games, elements of the flow experience, and general happiness accounted for 49.2% of the total variance in Game Addiction Scale levels. Conclusions: Implications for interventions are discussed, particularly with regard to making players more aware of time passing and in capitalising on benefits of social features of video game play to guard against addictive-like tendencies among video game players. PMID:25215196

Exploring the use of lesson study with six Canadian middle-school science teachers

Science.gov (United States)

Bridges, Terry James

This qualitative case study explores the use of lesson study over a ten-week period with six Ontario middle school science teachers. The research questions guiding this study were: (1) How does participation in science-based lesson study influence these teachers': (a) science subject matter knowledge (science SMK), (b) science pedagogical content knowledge (science PCK), and (c) confidence in teaching science?, and (2) What benefits and challenges do they associate with lesson study? Data sources for this study were: teacher questionnaires, surveys, reflections, pre- and post- interviews, and follow-up emails; researcher field notes and reflections; pre- and post- administration of the Science Teaching Efficacy Belief Instrument; and audio recordings of group meetings. The teachers demonstrated limited gains in science SMK. There was evidence for an overall improvement in teacher knowledge of forces and simple machines, and two teachers demonstrated improvement in over half of the five scenarios assessing teacher science SMK. Modest gains in teacher science PCK were found. One teacher expressed more accurate understanding of students' knowledge of forces and a better knowledge of effective science teaching strategies. The majority of teachers reported that they would be using three-part lessons and hands-on activities more in their science teaching. Gains in teacher pedagogical knowledge (PK) were found in four areas: greater emphasis on anticipation of student thinking and responses, recognition of the importance of observing students, more intentional teaching, and anticipated future use of student video data. Most teachers reported feeling more confident in teaching structures and mechanisms, and attributed this increase in confidence to collaboration and seeing evidence of student learning and engagement during the lesson teachings. Teacher benefits included: learning how to increase student engagement and collaboration, observing students, including video data

Digital video clips for improved pedagogy and illustration of scientific research — with illustrative video clips on atomic spectrometry

Science.gov (United States)

Michel, Robert G.; Cavallari, Jennifer M.; Znamenskaia, Elena; Yang, Karl X.; Sun, Tao; Bent, Gary

1999-12-01

This article is an electronic publication in Spectrochimica Acta Electronica (SAE), a section of Spectrochimica Acta Part B (SAB). The hardcopy text is accompanied by an electronic archive, stored on the CD-ROM accompanying this issue. The archive contains video clips. The main article discusses the scientific aspects of the subject and explains the purpose of the video files. Short, 15-30 s, digital video clips are easily controllable at the computer keyboard, which gives a speaker the ability to show fine details through the use of slow motion. Also, they are easily accessed from the computer hard drive for rapid extemporaneous presentation. In addition, they are easily transferred to the Internet for dissemination. From a pedagogical point of view, the act of making a video clip by a student allows for development of powers of observation, while the availability of the technology to make digital video clips gives a teacher the flexibility to demonstrate scientific concepts that would otherwise have to be done as 'live' demonstrations, with all the likely attendant misadventures. Our experience with digital video clips has been through their use in computer-based presentations by undergraduate and graduate students in analytical chemistry classes, and by high school and middle school teachers and their students in a variety of science and non-science classes. In physics teaching laboratories, we have used the hardware to capture digital video clips of dynamic processes, such as projectiles and pendulums, for later mathematical analysis.

Emotionally Intense Science Activities

Science.gov (United States)

King, Donna; Ritchie, Stephen; Sandhu, Maryam; Henderson, Senka

2015-01-01

Science activities that evoke positive emotional responses make a difference to students' emotional experience of science. In this study, we explored 8th Grade students' discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of…

Fair Play: A Study of Scientific Workforce Trainers’ Experience Playing an Educational Video Game about Racial Bias

Science.gov (United States)

Kaatz, Anna; Carnes, Molly; Gutierrez, Belinda; Savoy, Julia; Samuel, Clem; Filut, Amarette; Pribbenow, Christine Maidl

2017-01-01

Explicit racial bias has decreased in the United States, but racial stereotypes still exist and conspire in multiple ways to perpetuate the underparticipation of Blacks in science careers. Capitalizing on the potential effectiveness of role-playing video games to promote the type of active learning required to increase awareness of and reduce subtle racial bias, we developed the video game Fair Play, in which players take on the role of Jamal, a Black male graduate student in science, who experiences discrimination in his PhD program. We describe a mixed-methods evaluation of the experience of scientific workforce trainers who played Fair Play at the National Institutes of Health Division of Training Workforce Development and Diversity program directors’ meeting in 2013 (n = 47; 76% female, n = 34; 53% nonwhite, n = 26). The evaluation findings suggest that Fair Play can promote perspective taking and increase bias literacy, which are steps toward reducing racial bias and affording Blacks equal opportunities to excel in science. PMID:28450447

VAP/VAT: video analytics platform and test bed for testing and deploying video analytics

Science.gov (United States)

Gorodnichy, Dmitry O.; Dubrofsky, Elan

2010-04-01

Deploying Video Analytics in operational environments is extremely challenging. This paper presents a methodological approach developed by the Video Surveillance and Biometrics Section (VSB) of the Science and Engineering Directorate (S&E) of the Canada Border Services Agency (CBSA) to resolve these problems. A three-phase approach to enable VA deployment within an operational agency is presented and the Video Analytics Platform and Testbed (VAP/VAT) developed by the VSB section is introduced. In addition to allowing the integration of third party and in-house built VA codes into an existing video surveillance infrastructure, VAP/VAT also allows the agency to conduct an unbiased performance evaluation of the cameras and VA software available on the market. VAP/VAT consists of two components: EventCapture, which serves to Automatically detect a "Visual Event", and EventBrowser, which serves to Display & Peruse of "Visual Details" captured at the "Visual Event". To deal with Open architecture as well as with Closed architecture cameras, two video-feed capture mechanisms have been developed within the EventCapture component: IPCamCapture and ScreenCapture.

The Ocean 180 Video Challenge: An Innovative Outreach Strategy for Connecting Scientists to Classrooms

Science.gov (United States)

Tankersley, R. A.; Windsor, J. G.; Briceno, K. V.

2016-02-01

Recognizing the need for scientists to engage and communicate more effectively with the public, the Florida Center for Ocean Sciences Education Excellence (COSEE Florida) created an opportunity to connect the two through film. The Ocean 180 Video Challenge taps into the competitive spirit of scientists and encourages them to submit short, 3-minute video abstracts summarizing the important findings of recent peer-reviewed papers and highlighting the relevance, meaning, and implications of the research to persons outside their discipline. Although the videos are initially screened and evaluated by a team of science and communication experts, the winners (from a field of ten finalists) are selected by middle school students in classrooms all over the world. Since its inception in 2013, Ocean 180 has grown in popularity, with more than 38,000 middle school students from 1,637 classrooms in 21 countries participating as judges. Results of a Draw-a-Scientist Test administered during the 2015 competition indicate Ocean 180 is an successful intervention that has a positive impact on students' views of science, including their perception and attitudes toward scientists and science careers. Thus, our presentation will discuss how video competitions can serve as effective outreach strategies for encouraging scientists to share new discoveries and their enthusiasm for science with K-12 students. We will also highlight the outcomes and lessons-learned from the 2014 and 2015 competitions, including (1) strategies for recruiting teachers and students to participate as judges, (2) approaches used by educators to align the content of videos with state and national science standards, and (3) ways contest videos can be integrated into science training and professional development programs, including workshops focusing on effective video storytelling techniques.

Game on, science - how video game technology may help biologists tackle visualization challenges.

Science.gov (United States)

Lv, Zhihan; Tek, Alex; Da Silva, Franck; Empereur-mot, Charly; Chavent, Matthieu; Baaden, Marc

2013-01-01

The video games industry develops ever more advanced technologies to improve rendering, image quality, ergonomics and user experience of their creations providing very simple to use tools to design new games. In the molecular sciences, only a small number of experts with specialized know-how are able to design interactive visualization applications, typically static computer programs that cannot easily be modified. Are there lessons to be learned from video games? Could their technology help us explore new molecular graphics ideas and render graphics developments accessible to non-specialists? This approach points to an extension of open computer programs, not only providing access to the source code, but also delivering an easily modifiable and extensible scientific research tool. In this work, we will explore these questions using the Unity3D game engine to develop and prototype a biological network and molecular visualization application for subsequent use in research or education. We have compared several routines to represent spheres and links between them, using either built-in Unity3D features or our own implementation. These developments resulted in a stand-alone viewer capable of displaying molecular structures, surfaces, animated electrostatic field lines and biological networks with powerful, artistic and illustrative rendering methods. We consider this work as a proof of principle demonstrating that the functionalities of classical viewers and more advanced novel features could be implemented in substantially less time and with less development effort. Our prototype is easily modifiable and extensible and may serve others as starting point and platform for their developments. A webserver example, standalone versions for MacOS X, Linux and Windows, source code, screen shots, videos and documentation are available at the address: http://unitymol.sourceforge.net/.

Game on, science - how video game technology may help biologists tackle visualization challenges.

Directory of Open Access Journals (Sweden)

Zhihan Lv

Full Text Available The video games industry develops ever more advanced technologies to improve rendering, image quality, ergonomics and user experience of their creations providing very simple to use tools to design new games. In the molecular sciences, only a small number of experts with specialized know-how are able to design interactive visualization applications, typically static computer programs that cannot easily be modified. Are there lessons to be learned from video games? Could their technology help us explore new molecular graphics ideas and render graphics developments accessible to non-specialists? This approach points to an extension of open computer programs, not only providing access to the source code, but also delivering an easily modifiable and extensible scientific research tool. In this work, we will explore these questions using the Unity3D game engine to develop and prototype a biological network and molecular visualization application for subsequent use in research or education. We have compared several routines to represent spheres and links between them, using either built-in Unity3D features or our own implementation. These developments resulted in a stand-alone viewer capable of displaying molecular structures, surfaces, animated electrostatic field lines and biological networks with powerful, artistic and illustrative rendering methods. We consider this work as a proof of principle demonstrating that the functionalities of classical viewers and more advanced novel features could be implemented in substantially less time and with less development effort. Our prototype is easily modifiable and extensible and may serve others as starting point and platform for their developments. A webserver example, standalone versions for MacOS X, Linux and Windows, source code, screen shots, videos and documentation are available at the address: http://unitymol.sourceforge.net/.

Leveraging the Power of Music to Improve Science Education

Science.gov (United States)

Crowther, Gregory J.; McFadden, Tom; Fleming, Jean S.; Davis, Katie

2016-01-01

We assessed the impact of music videos with science-based lyrics on content knowledge and attitudes in a three-part experimental research study of over 1000 participants (mostly K-12 students). In Study A, 13 of 15 music videos were followed by statistically significant improvements on questions about material covered in the videos, while…

REPRESENTASI HOMOSEKSUALITAS DI YOUTUBE: (Studi Semiotika pada Video Pernikahan Sam Tsui

Directory of Open Access Journals (Sweden)

Lilis Rucirisyanti

2017-12-01

Full Text Available Abstract. Social media is instrumental in giving effect to nitizens, good effects or bad effect, then social media can be also represent a person. Diserve social media make it interesting for nitizens. One of social media is Youtube. Many a lot of video at there, strat from tips and trick videos, journey or vacation video, wedding video, and ect. Everyone can publish their video on Youtube. No exception of same sex enthusiast, in this study are homosexual or gay. One of is a wedding video Sam Tsui and Casey Braves. This research is a qualitative research and this research uses semiotcs analysus of Roland Barthes. By doing an analysis of video that have been published by Sam on Youtube, also do document search and literature. The author sees the existence of verbal and non vebal forms of representation from same sex merriage video of men and men.

The Annie Jump Cannon Video Project at the Harvard-Smithsonian Center for Astrophysics.

Science.gov (United States)

Lupfer, C.; Welther, B. L.; Griswold, A.

1993-05-01

The heart of this poster paper is the screening of the new 25-minute educational video, ``Annie and the Stars of Many Colors.'' It explores the life and work of Annie Jump Cannon through the eyes of sixth-grade students. A production of the Science Media Group at the CfA, the video was created to interest and inspire girls and minorities, in particular, to continue their study of history and physical science in high school. Recent studies show that science teachers are successfully using videotapes in the classroom to supplement traditional methods of teaching. Other reports show that capable girls and minority students tend to drop science in high school. Our goal, then, was to create a video to stimulate the curiosity and natural interest in science of these younger students. With the help of the Public Affairs Office at the CfA, we arranged to visit local schools to talk to sixth-grade science teachers and their students about the video project. Boys and girls were both eager to participate in it. By lottery, we chose a dozen youngsters of multi-cultural backgrounds to attend a three-day workshop, during which we videotaped them discovering facts about Cannon's childhood and career. Barbara Welther, historian and principal investigator, took the group to the Harvard University Archives to look at some Cannon memorabilia. To learn about spectra, each student assembled a spectroscope from a kit and observed solar lines. CfA astronomers then led the group in various activities to explore the types of stellar spectra that Cannon classified and published in The Henry Draper Catalogue 75 years ago.% and that astronomers still study today. ``Annie and the Stars of Many Colors'' shows young people actively engaged in the process of discovery and offers teachers a novel tool to stimulate discussion of topics in science, history, women's studies, and careers. It is intended for use in schools, libraries, museums, planetariums, as well as for personal interest. For more

The NASA eClips 4D Program: Impacts from the First Year Quasi-Experimental Study on Video Development and Viewing on Students.

Science.gov (United States)

Davey, B.; Davis, H. B.; Harper-Neely, J.; Bowers, S.

2017-12-01

NASA eClips™ is a multi-media educational program providing educational resources relevant to the formal K-12 classroom. Science content for the NASA eClips™ 4D elements is drawn from all four divisions of the Science Mission Directorate (SMD) as well as cross-divisional topics. The suite of elements fulfills the following SMD education objectives: Enable STEM education, Improve U.S. scientific literacy, Advance national education goals (CoSTEM), and Leverage efforts through partnerships. A component of eClips™ was the development of NASA Spotlite videos (student developed videos designed to increase student literacy and address misconceptions of other students) by digital media students. While developing the Sptolite videos, the students gained skills in teamwork, working in groups to accomplish a task, and how to convey specific concepts in a video. The teachers felt the video project was a good fit for their courses and enhanced what the students were already learning. Teachers also reported that the students learned knowledge and skills that would help them in future careers including how to gain a better understanding of a project and the importance of being knowledgeable about the topic. The student developed eClips videos were then used as part of interactive lessons to help other students learn about key science concepts. As part of our research, we established a quasi-experimental design where one group of students received the intervention including the Spotlite videos (intervention group) and one group did not receive the intervention (comparison group). An overall comparison of post scores between intervention group and comparison group students showed intervention groups had significantly higher scores in three of the four content areas - Ozone, Clouds, and Phase Change.

Perceptual learning during action video game playing.

Science.gov (United States)

Green, C Shawn; Li, Renjie; Bavelier, Daphne

2010-04-01

Action video games have been shown to enhance behavioral performance on a wide variety of perceptual tasks, from those that require effective allocation of attentional resources across the visual scene, to those that demand the successful identification of fleetingly presented stimuli. Importantly, these effects have not only been shown in expert action video game players, but a causative link has been established between action video game play and enhanced processing through training studies. Although an account based solely on attention fails to capture the variety of enhancements observed after action game playing, a number of models of perceptual learning are consistent with the observed results, with behavioral modeling favoring the hypothesis that avid video game players are better able to form templates for, or extract the relevant statistics of, the task at hand. This may suggest that the neural site of learning is in areas where information is integrated and actions are selected; yet changes in low-level sensory areas cannot be ruled out. Copyright © 2009 Cognitive Science Society, Inc.

Audiovisual heritage preservation in Earth and Space Science Informatics: Videos from Free and Open Source Software for Geospatial (FOSS4G) conferences in the TIB|AV-Portal.

Science.gov (United States)

Löwe, Peter; Marín Arraiza, Paloma; Plank, Margret

2016-04-01

The influence of Free and Open Source Software (FOSS) projects on Earth and Space Science Informatics (ESSI) continues to grow, particularly in the emerging context of Data Science or Open Science. The scientific significance and heritage of FOSS projects is only to a limited amount covered by traditional scientific journal articles: Audiovisual conference recordings contain significant information for analysis, reference and citation. In the context of data driven research, this audiovisual content needs to be accessible by effective search capabilities, enabling the content to be searched in depth and retrieved. Thereby, it is ensured that the content producers receive credit for their efforts within the respective communities. For Geoinformatics and ESSI, one distinguished driver is the OSGeo Foundation (OSGeo), founded in 2006 to support and promote the interdisciplinary collaborative development of open geospatial technologies and data. The organisational structure is based on software projects that have successfully passed the OSGeo incubation process, proving their compliance with FOSS licence models. This quality assurance is crucial for the transparent and unhindered application in (Open) Science. The main communication channels within and between the OSGeo-hosted community projects for face to face meetings are conferences on national, regional and global scale. Video recordings have been complementing the scientific proceedings since 2006. During the last decade, the growing body of OSGeo videos has been negatively affected by content loss, obsolescence of video technology and dependence on commercial video portals. Even worse, the distributed storage and lack of metadata do not guarantee concise and efficient access of the content. This limits the retrospective analysis of video content from past conferences. But, it also indicates a need for reliable, standardized, comparable audiovisual repositories for the future, as the number of OSGeo projects

Teaching Game Programming using Video Tutorials

DEFF Research Database (Denmark)

Majgaard, Gunver

. & Squire K. (2004). Design-Based Research: Putting a Stake in the Ground. Journal of Learning Sciences Vol. 13-1. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge Univ. Majgaard, G. (2014). Teaching Design of Emerging Embodied Technologies......Background. What are the learning potentials of using online video tutorials as educational tools in game programming of Mixed Reality? The paper reports on the first experiences of teaching third semester engineering students design of Mixed Reality using online step-by-step programming video...... production makes video tutorials a promising alternative to paper tutorials. Software and game engine companies such as Unity has already switched to video and other online materials as the primary medium for their tutorials. It is often hard to find up to date thoroughly worked through textbooks on new...

Digital Video as a Personalized Learning Assignment: A Qualitative Study of Student Authored Video Using the ICSDR Model

Science.gov (United States)

Campbell, Laurie O.; Cox, Thomas D.

2018-01-01

Students within this study followed the ICSDR (Identify, Conceptualize/Connect, Storyboard, Develop, Review/Reflect/Revise) development model to create digital video, as a personalized and active learning assignment. The participants, graduate students in education, indicated that following the ICSDR framework for student-authored video guided…

Video interview with Michael Dell

CERN Multimedia

CERN Bulletin

2010-01-01

Michael Dell, founder and presently Chairman of the Board of Directors and Chief Executive Office of the DELL computer company visited CERN on Tuesday 26th January 2010. The Bulletin and the Video productions team had the opportunity to meet him. The video interview is transcribed for your convenience.   Michael S. Dell with CERN Director-General Rolf Heuer. What motivated you to come and visit CERN? I obviously heard about the great science and research has going on here, and DELL is very pleased to be a partner and providing a lot of the computers to analyse the data and I really wanted to see for myself in person, some of the great science that is going on here. What is your view on fundamental research in IT, and in general? I think if you look at the field of science in the last hundred years, we have been able to solve a lot of problems, but there are still lots of unsolved problems and unsolved mysteries. And it is only through basic fundamental research that we will address these probl...

Effective intervention or child's play? A review of video games for diabetes education.

Science.gov (United States)

DeShazo, Jonathan; Harris, Lynne; Pratt, Wanda

2010-10-01

The purpose of this study is (1) to identify diabetes education video games and pilot studies in the literature, (2) to review themes in diabetes video game design and evaluation, and (3) to evaluate the potential role of educational video games in diabetes self-management education. Studies were systematically identified for inclusion from Medline, Web of Science, CINAHL, EMBASE, Psychinfo, IEEE Xplore, and ACM Digital Library. Features of each video game intervention were reviewed and coded based on an existing taxonomy of diabetes interventions framework. Nine studies featuring 11 video games for diabetes care were identified. Video games for diabetes have typically targeted children with type 1 diabetes mellitus and used situation problem-solving methods to teach diet, exercise, self-monitored blood glucose, and medication adherence. Evaluations have shown positive outcomes in knowledge, disease management adherence, and clinical outcomes. Video games for diabetes education show potential as effective educational interventions. Yet we found that improvements are needed in expanding the target audience, tailoring the intervention, and using theoretical frameworks. In the future, the reach and effectiveness of educational video games for diabetes education could be improved by expanding the target audience beyond juvenile type 1 diabetes mellitus, the use of tailoring, and increased use of theoretical frameworks.

NEI You Tube Videos: Amblyopia

Medline Plus

Full Text Available ... Diabetic Eye Disease Education Program Glaucoma Education Program Low Vision Education Program Hispanic/Latino Program Vision and Aging ... Kids Glaucoma Healthy Vision Tips Leber Congenital Amaurosis Low Vision Refractive Errors Retinopathy of Prematurity Science Spanish Videos ...

Video microblogging

DEFF Research Database (Denmark)

Bornoe, Nis; Barkhuus, Louise

2010-01-01

Microblogging is a recently popular phenomenon and with the increasing trend for video cameras to be built into mobile phones, a new type of microblogging has entered the arena of electronic communication: video microblogging. In this study we examine video microblogging, which is the broadcasting...... of short videos. A series of semi-structured interviews offers an understanding of why and how video microblogging is used and what the users post and broadcast....

The effect of video supplemental instruction on the academic ...

African Journals Online (AJOL)

This article examines the effect of Video-based Supplemental Instruction on the performance in Mathematics of students whose matric marks did not enable them to be directly admitted to the Science Faculty at the University of Port Elizabeth. Fifteen students who received Video-based Supplemental Instruction in ...

Case Studies of Interactive Whole-Class Teaching in Primary Science: Communicative Approach and Pedagogic Purposes

Science.gov (United States)

McMahon, Kendra

2012-01-01

By developing two case studies of expert teaching in action, this study aimed to develop knowledge of talk in whole-class teaching in UK primary science lessons and understand this in relation to both the teachers' interpretations and sociocultural theoretical frameworks. Lessons were observed and video-recorded and the teachers engaged in…

[Efficacy of interventions with video games consoles in stroke patients: a systematic review].

Science.gov (United States)

Ortiz-Huerta, J H; Perez-de-Heredia-Torres, M; Guijo-Blanco, V; Santamaria-Vazquez, M

2018-01-16

In recent years video games and games consoles have been developed that are potentially useful in rehabilitation, which has led to studies conducted to evaluate the degree of efficacy of these treatments for people following a stroke. To analyse the literature available related to the effectiveness of applying video games consoles in the functional recovery of the upper extremities in subjects who have survived a stroke. A review of the literature was conducted in the CINHAL, Medline, PEDro, PsycArticles, PsycInfo, Science Direct, Scopus and Web of Science databases, using the query terms 'video game', 'stroke', 'hemiplegia', 'upper extremity' and 'hemiparesis'. After applying the eligibility criteria (clinical trials published between 2007 and 2017, whose participants were adults who had suffered a stroke with involvement of the upper extremity and who used video games), the scientific quality of the selected studies was rated by means of the PEDro scale. Eleven valid clinical trials were obtained for the systematic review. The studies that were selected, all of which were quantitative, presented different data and the inferential results indicated different levels of significance between control and experimental groups (82%) or between the different types of treatment (18%). The use of video games consoles is a useful complement for the conventional rehabilitation of the upper extremities of persons who have survived a stroke, since it increases rehabilitation time and enhances the recovery of motor functioning. Nevertheless, homogeneous intervention protocols need to be implemented in order to standardise the intervention.

Using Video Game Design to Motivate Students

Science.gov (United States)

Evans, Michael A.; Jones, Brett D.; Akalin, Sehmuz

2017-01-01

Because video games are so popular with young people, researchers have explored ways to use game play to engage students in school subjects (Peppler & Kafai, 2007; Rockwell & Kee, 2011; Small, 2011). Motivating students in science is especially important because of declines both in the number of young people who choose science careers and…

NEI You Tube Videos: Amblyopia

Medline Plus

Full Text Available ... Macular Degeneration Amblyopia Animations Blindness Cataract Convergence Insufficiency Diabetic Eye Disease Dilated Eye Exam Dry Eye For Kids Glaucoma Healthy Vision Tips Leber Congenital Amaurosis Low Vision Refractive Errors Retinopathy of Prematurity Science Spanish Videos Webinars NEI YouTube ...

Using video playbacks to study visual communication in a marine fish, Salaria pavo.

Science.gov (United States)

Gonçalves; Oliveira; Körner; Poschadel; Schlupp

2000-09-01

Video playbacks have been successfully applied to the study of visual communication in several groups of animals. However, this technique is controversial as video monitors are designed with the human visual system in mind. Differences between the visual capabilities of humans and other animals will lead to perceptually different interpretations of video images. We simultaneously presented males and females of the peacock blenny, Salaria pavo, with a live conspecific male and an online video image of the same individual. Video images failed to elicit appropriate responses. Males were aggressive towards the live male but not towards video images of the same male. Similarly, females courted only the live male and spent more time near this stimulus. In contrast, females of the gynogenetic poecilid Poecilia formosa showed an equal preference for a live and video image of a P. mexicana male, suggesting a response to live animals as strong as to video images. We discuss differences between the species that may explain their opposite reaction to video images. Copyright 2000 The Association for the Study of Animal Behaviour.

Understanding learning within a commercial video game: A case study

OpenAIRE

Fowler, Allan

2015-01-01

There has been an increasing interest in the debate on the value and relevance using video games for learning. Some of the interest stems from frustration with current educational methods. However, some of this interest also stems from the observations of large numbers of children that play video games. This paper finds that children can learn basic construction skills from playing a video game called World of Goo. The study also employed novel eye-tracking technology to measure endogenous ey...

The Simple Video Coder: A free tool for efficiently coding social video data.

Science.gov (United States)

Barto, Daniel; Bird, Clark W; Hamilton, Derek A; Fink, Brandi C

2017-08-01

Videotaping of experimental sessions is a common practice across many disciplines of psychology, ranging from clinical therapy, to developmental science, to animal research. Audio-visual data are a rich source of information that can be easily recorded; however, analysis of the recordings presents a major obstacle to project completion. Coding behavior is time-consuming and often requires ad-hoc training of a student coder. In addition, existing software is either prohibitively expensive or cumbersome, which leaves researchers with inadequate tools to quickly process video data. We offer the Simple Video Coder-free, open-source software for behavior coding that is flexible in accommodating different experimental designs, is intuitive for students to use, and produces outcome measures of event timing, frequency, and duration. Finally, the software also offers extraction tools to splice video into coded segments suitable for training future human coders or for use as input for pattern classification algorithms.

Correlation Between Arthroscopy Simulator and Video Game Performance: A Cross-Sectional Study of 30 Volunteers Comparing 2- and 3-Dimensional Video Games.

Science.gov (United States)

Jentzsch, Thorsten; Rahm, Stefan; Seifert, Burkhardt; Farei-Campagna, Jan; Werner, Clément M L; Bouaicha, Samy

2016-07-01

To investigate the association between arthroscopy simulator performance and video game skills. This study compared the performances of 30 volunteers without experience performing arthroscopies in 3 different tasks of a validated virtual reality knee arthroscopy simulator with the video game experience using a questionnaire and actual performances in 5 different 2- and 3-dimensional (D) video games of varying genres on 2 different platforms. Positive correlations between knee arthroscopy simulator and video game performances (ρ = 0.63, P video game skills, they show a correlation with 2-D tile-matching puzzle games only for easier tasks with a rather limited focus, and highly correlate with 3-D sports and first-person shooter video games. These findings show that experienced and good 3-D gamers are better arthroscopists than nonexperienced and poor 3-D gamers. Level II, observational cross-sectional study. Copyright © 2016 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

Video games are exciting: a European study of video game-induced seizures and epilepsy.

Science.gov (United States)

Kasteleijn-Nolst Trenité, D G A; Martins da Silva, A; Ricci, S; Rubboli, G; Tassinari, C A; Lopes, J; Bettencourt, M; Oosting, J; Segers, J P

2002-06-01

Video game seizures have been reported in photosensitive and non-photosensitive patients with epilepsy. The game Super Mario World, has led to many cases of first seizures. We examined whether this game was indeed more provocative than other programs and whether playing the game added to this effect. We prospectively investigated 352 patients in four European cities, using a standard protocol including testing of a variety of visual stimuli. We correlated historical data on provocative factors in daily life with electroencephalographic laboratory findings. The video game, Super Mario World proved more epileptogenic than standard TV programs and as provocative as programs with flashing lights and patterns. Most striking was the fact that video game-viewing and-playing on the 50 and 100 Hz TV was significantly more provocative than viewing the standard program (P video game Mario World on a 50 Hz TV, appeared to be significantly more provocative than playing this game on the 100 Hz TV (P Children and adolescents with a history of video game seizures are, in the vast majority, photosensitive and should be investigated with standardised photic stimulation. Games and programs with bright background or flashing images are specifically provocative. Playing a video game on a 100 Hz TV is less provocative [published with videosequences].

The Role of Structural Characteristics in Problematic Video Game Play: An Empirical Study

Science.gov (United States)

King, Daniel L.; Delfabbro, Paul H.; Griffiths, Mark D.

2011-01-01

The research literature suggests that the structural characteristics of video games may play a considerable role in the initiation, development and maintenance of problematic video game playing. The present study investigated the role of structural characteristics in video game playing behaviour within a sample of 421 video game players aged…

Video Games and Software Engineers : Designing a study based on the benefits from Video Games and how they can improve Software Engineers

OpenAIRE

Cosic Prica, Srdjan

2017-01-01

Context: This is a study about investigating if playing video games can improve any skills and characteristics in a software engineer. Due to lack of resources and time, this study will focus on designing a study that others may use to measure the results and if video games actually can improve software engineers. Objectives: The main objectives are finding the benefits of playing video games and how those benefits are discovered. Meaning what types of games and for how long someone needs to ...

Does playing violent video games cause aggression? A longitudinal intervention study.

Science.gov (United States)

Kühn, Simone; Kugler, Dimitrij Tycho; Schmalen, Katharina; Weichenberger, Markus; Witt, Charlotte; Gallinat, Jürgen

2018-03-13

It is a widespread concern that violent video games promote aggression, reduce pro-social behaviour, increase impulsivity and interfere with cognition as well as mood in its players. Previous experimental studies have focussed on short-term effects of violent video gameplay on aggression, yet there are reasons to believe that these effects are mostly the result of priming. In contrast, the present study is the first to investigate the effects of long-term violent video gameplay using a large battery of tests spanning questionnaires, behavioural measures of aggression, sexist attitudes, empathy and interpersonal competencies, impulsivity-related constructs (such as sensation seeking, boredom proneness, risk taking, delay discounting), mental health (depressivity, anxiety) as well as executive control functions, before and after 2 months of gameplay. Our participants played the violent video game Grand Theft Auto V, the non-violent video game The Sims 3 or no game at all for 2 months on a daily basis. No significant changes were observed, neither when comparing the group playing a violent video game to a group playing a non-violent game, nor to a passive control group. Also, no effects were observed between baseline and posttest directly after the intervention, nor between baseline and a follow-up assessment 2 months after the intervention period had ended. The present results thus provide strong evidence against the frequently debated negative effects of playing violent video games in adults and will therefore help to communicate a more realistic scientific perspective on the effects of violent video gaming.

Nailfold video capillaroscopy in Turner syndrome: a descriptive study

OpenAIRE

Coelho,Simone C. S.; Ramos,Andressa D.; Pinheiro,Virgínia S.; Solberg,Paulo F. C.; Faria,Janaina P. de; Naliato,Erika C. O.; Fernandes,Therezinha J.; Guimarães,Marília M.

2007-01-01

BACKGROUND: An increased prevalence of impaired glucose homeostasis is reported in Turner syndrome. Endothelial changes are described in patients with insulin resistance, which may be present in patients with Turner syndrome. Video capillaroscopy is a noninvasive examination that allows assessment of vascular patency. OBJECTIVE: To describe the nailfold morphology of capillaries in Turner syndrome using video capillaroscopy. METHODS: Subjects were studied in a temperature-controlled room, 20 ...

For Video Games, Bad News Is Good News: News Reporting of Violent Video Game Studies.

Science.gov (United States)

Copenhaver, Allen; Mitrofan, Oana; Ferguson, Christopher J

2017-12-01

News coverage of video game violence studies has been critiqued for focusing mainly on studies supporting negative effects and failing to report studies that did not find evidence for such effects. These concerns were tested in a sample of 68 published studies using child and adolescent samples. Contrary to our hypotheses, study effect size was not a predictor of either newspaper coverage or publication in journals with a high-impact factor. However, a relationship between poorer study quality and newspaper coverage approached significance. High-impact journals were not found to publish studies with higher quality. Poorer quality studies, which tended to highlight negative findings, also received more citations in scholarly sources. Our findings suggest that negative effects of violent video games exposure in children and adolescents, rather than large effect size or high methodological quality, increase the likelihood of a study being cited in other academic publications and subsequently receiving news media coverage.

Cell Phone Video Recording Feature as a Language Learning Tool: A Case Study

Science.gov (United States)

Gromik, Nicolas A.

2012-01-01

This paper reports on a case study conducted at a Japanese national university. Nine participants used the video recording feature on their cell phones to produce weekly video productions. The task required that participants produce one 30-second video on a teacher-selected topic. Observations revealed the process of video creation with a cell…

Transpositions Within User-Posted YouTube Lyric Videos: A Corpus Study

Directory of Open Access Journals (Sweden)

Joseph Plazak

2016-07-01

Full Text Available There are many practical reasons why experiences of a given musical work tend to be heard repeatedly at the same pitch transposition level, especially recordings of musical works. Yet here, a corpus study is presented that challenges this very basic assumption of music perception. In 2011, an initial corpus of 100 user-posted YouTube videos was collected in order to investigate the prevalence of transposition and tempo alterations within these videos. Results found 42% of these videos contained nominal changes of pitch (36% and/or tempo (22%. Using the same methodology, a follow-up study was performed in 2015 and found only that 24% of user-posted videos contained these same alterations. Implications for these observations are discussed in light of musical communication models, YouTubeology, and absolute pitch memory.

Waterlust - An Example of How Online Video Can Help Scientists and Educators

Science.gov (United States)

Rynne, P.; Graham, F.; Caster, J.; Adler, J.

2014-12-01

Online videos and the social networks used to disseminate them provide scientists, educators, and students an opportunity to reach new audiences on a global scale. The ability to inspire people to think about a given subject that are not otherwise engaged is an important strategy in growing the societal impact of your work. Especially to those working in the field of physical science as it relates to environmental conservation and preservation, targeting new audiences helps avoid "preaching to the choir." Towards this goal, three graduate students at the Rosenstiel School of Marine and Atmospheric Science began an online film project in 2011 aimed at motivating the general public to think about their relationship with water and the marine environment. Here we present lessons from our first three years that include: tips for making an engaging video, promoting creativity and self-expression in science, video editing tips 101, getting the most out of your GoPro, and how to get your video seen by more people. For more information about our work, visit www.waterlust.org

Graphic Depictions: Portrayals of Mental Illness in Video Games.

Science.gov (United States)

Shapiro, Samuel; Rotter, Merrill

2016-11-01

Although studies have examined portrayals of mental illness in the mass media, little attention has been paid to such portrayals in video games. In this descriptive study, the fifty highest-selling video games in each year from 2011 to 2013 were surveyed through application of search terms to the Wikia search engine, with subsequent review of relevant footage on YouTube. Depiction categories were then assigned based on the extent of portrayal and qualitative characteristics compared against mental illness stereotypes in cinema. Twenty-three of the 96 surveyed games depicted at least one character with mental illness. Forty-two characters were identified as portraying mental illness, with most characters classified under a "homicidal maniac" stereotype, although many characters did not clearly reflect cinema stereotypes and were subcategorized based on the shared traits. Video games contain frequent and varied portrayals of mental illness, with depictions most commonly linking mental illness to dangerous and violent behaviors. © 2016 American Academy of Forensic Sciences.

Video-documentation: 'The Pannonic ozon project'

International Nuclear Information System (INIS)

Loibl, W.; Cabela, E.; Mayer, H. F.; Schmidt, M.

1998-07-01

Goal of the project was the production of a video film as documentation of the Pannonian Ozone Project- POP. The main part of the video describes the POP-model consisting of the modules meteorology, emissions and chemistry, developed during the POP-project. The model considers the European emission patterns of ozone precursors and the actual wind fields. It calculates ozone build up and depletion within air parcels due to emission and weather situation along trajectory routes. Actual ozone concentrations are calculated during model runs simulating the photochemical processes within air parcels moving along 4 day trajectories before reaching the Vienna region. The model computations were validated during extensive ground and aircraft-based measurements of ozone precursors and ozone concentration within the POP study area. Scenario computations were used to determine how much ozone can be reduced in north-eastern Austria by emissions control measures. The video lasts 12:20 minutes and consists of computer animations and life video scenes, presenting the ozone problem in general, the POP model and the model results. The video was produced in co-operation by the Austrian Research Center Seibersdorf - Department of Environmental Planning (ARCS) and Joanneum Research - Institute of Informationsystems (JR). ARCS was responsible for idea, concept, storyboard and text while JR was responsible for computer animation and general video production. The speaker text was written with scientific advice by the POP - project partners: Institute of Meteorology and Physics, University of Agricultural Sciences- Vienna, Environment Agency Austria - Air Quality Department, Austrian Research Center Seibersdorf- Environmental Planning Department/System Research Division. The film was produced as German and English version. (author)

Geotail Video News Release

Science.gov (United States)

1992-01-01

The Geotail mission, part of the International Solar Terrestrial Physics (ISTP) program, measures global energy flow and transformation in the magnetotail to increase understanding of fundamental magnetospheric processes. The satellite was launched on July 24, 1992 onboard a Delta II rocket. This video shows with animation the solar wind, and its effect on the Earth. The narrator explains that the Geotail spacecraft was designed and built by the Institute of Space and Astronautical Science (ISAS), the Japanese Space Agency. The mission objectives are reviewed by one of the scientist in a live view. The video also shows an animation of the orbit, while the narrator explains the orbit and the reason for the small launch window.

Video Streaming for Creative Writing at International Elementary School

Directory of Open Access Journals (Sweden)

Deni Darmawan

2013-02-01

Full Text Available This study aims at overcoming difficulty in learning language, both in Indonesian Language and English at international elementary school, especially in creative writing. Creative writing as part of human activity is creativity with language medium as prose (narrative, description, poem (old, new and modern, as well as drama (dialogue, role play, and sosio drama. Specific target to be achieved is the design of Video Streaming for all kinds of creative writing in the language of Indonesian and English. This investigation is a continuation of the previos investigation that has managed to make a video leaning in English for Math and Science as integrated learning to early class at international elementary school. The method used follow the principles of developmental reasearch. The firts stage is script writing video streaming through brainstorming with teachers, lecturers, teams of investigators Indonesia (UPI and Malaysia (USM. The second stage manuscript, making finalization Video Streaming, make the Web, media experts and creative writing material team investigators. The third stage, testing the Video Streaming, Web and dissemination of results into all the international elementary school in Indonesia and Malaysia.

What do we do with all this video? Better understanding public engagement for image and video annotation

Science.gov (United States)

Wiener, C.; Miller, A.; Zykov, V.

2016-12-01

Advanced robotic vehicles are increasingly being used by oceanographic research vessels to enable more efficient and widespread exploration of the ocean, particularly the deep ocean. With cutting-edge capabilities mounted onto robotic vehicles, data at high resolutions is being generated more than ever before, enabling enhanced data collection and the potential for broader participation. For example, high resolution camera technology not only improves visualization of the ocean environment, but also expands the capacity to engage participants remotely through increased use of telepresence and virtual reality techniques. Schmidt Ocean Institute is a private, non-profit operating foundation established to advance the understanding of the world's oceans through technological advancement, intelligent observation and analysis, and open sharing of information. Telepresence-enabled research is an important component of Schmidt Ocean Institute's science research cruises, which this presentation will highlight. Schmidt Ocean Institute is one of the only research programs that make their entire underwater vehicle dive series available online, creating a collection of video that enables anyone to follow deep sea research in real time. We encourage students, educators and the general public to take advantage of freely available dive videos. Additionally, other SOI-supported internet platforms, have engaged the public in image and video annotation activities. Examples of these new online platforms, which utilize citizen scientists to annotate scientific image and video data will be provided. This presentation will include an introduction to SOI-supported video and image tagging citizen science projects, real-time robot tracking, live ship-to-shore communications, and an array of outreach activities that enable scientists to interact with the public and explore the ocean in fascinating detail.

Pilot Study Evaluating the Impact of Otology Surgery Videos on Otolaryngology Resident Education.

Science.gov (United States)

Poon, Charles; Stevens, Shawn M; Golub, Justin S; Pensak, Myles L; Samy, Ravi N

2017-03-01

Use of videos as educational tools is not a novel concept; however, there is a paucity of high-quality video resources available to otolaryngology trainees. We hypothesized that residents would deem surgical-videos using a multimedia-style format more valuable as preparatory tools. Aims of this study: 1) develop portfolio of otology/neurotology videos overviewing key steps, anatomy, and pearls by a senior surgeon; 2) have residents rate the effectiveness of the videos as a preoperative tool. Prospective study. A video-library of procedures at (https://www.youtube.com/user/cisurgeon) was formatted via time-stamping to coincide expert level narration with closed captioning, critical procedural steps, relevant instrumentation, radiographic pictures, orientation cues, and anatomical highlights. Otolaryngology trainees of postgraduate years 2 through 5 (n = 13) watched a minimum of three videos and completed an assessment addressing: current resource identification/usefulness comparison, self-efficacy, impact on preparation time, and prioritization of resources. The videos rated as highly useful compared with current resources (p = 0.002) and capable of promoting self-efficacy. Residents reported moderate-high prioritization of our multi-media formatted resource (scores >6) among their current preoperative regimen. The varied videos were rated highly in terms of usefulness, promoting self-efficacy and as a high-priority for a resident's surgical preparation. Multimedia-formatted training videos should be further explored for this generation of electronic-learners. Future studies with a larger cohort, objective approaches, and multidisciplinary involvement are needed to determine the full impact of this education medium on surgical-training.

Tracing Sequential Video Production

DEFF Research Database (Denmark)

Otrel-Cass, Kathrin; Khalid, Md. Saifuddin

2015-01-01

, for one week in 2014, and collected and analyzed visual data to learn about scientists’ practices. The visual material that was collected represented the agreed on material artifacts that should aid the students' reflective process to make sense of science technology practices. It was up to the student...... video, nature of the interactional space, and material and spatial semiotics....

Presence in Video-Mediated Interactions: Case Studies at CSIRO

Science.gov (United States)

Alem, Leila

Although telepresence and a sense of connectedness with others are frequently mentioned in media space studies, as far as we know, none of these studies report attempts at assessing this critical aspect of user experience. While some attempts have been made to measure presence in virtual reality or augmented reality, (a comprehensive review of existing measures is available in Baren and Ijsselsteijn [2004]), very little work has been reported in measuring presence in video-mediated collaboration systems. Traditional studies of video-mediated collaboration have mostly focused their evaluation on measures of task performance and user satisfaction. Videoconferencing systems can be seen as a type of media space; they rely on technologies of audio, video, and computing put together to create an environment extending the embodied mind. This chapter reports on a set of video-mediated collaboration studies conducted at CSIRO in which different aspects of presence are being investigated. The first study reports the sense of physical presence a specialist doctor experiences when engaged in a remote consultation of a patient using the virtual critical care unit (Alem et al., 2006). The Viccu system is an “always-on” system connecting two hospitals (Li et al., 2006). The presence measure focuses on the extent to which users of videoconferencing systems feel physically present in the remote location. The second study reports the sense of social presence users experience when playing a game of charades with remote partners using a video conference link (Kougianous et al., 2006). In this study the presence measure focuses on the extent to which users feel connected with their remote partners. The third study reports the sense of copresence users experience when building collaboratively a piece of Lego toy (Melo and Alem, 2007). The sense of copresence is the extent to which users feel present with their remote partner. In this final study the sense of copresence is

Reviewing Instructional Studies Conducted Using Video Modeling to Children with Autism

Science.gov (United States)

Acar, Cimen; Diken, Ibrahim H.

2012-01-01

This study explored 31 instructional research articles written using video modeling to children with autism and published in peer-reviewed journals. The studies in this research have been reached by searching EBSCO, Academic Search Complete, ERIC and other Anadolu University online search engines and using keywords such as "autism, video modeling,…

iBiology: communicating the process of science.

Science.gov (United States)

Goodwin, Sarah S

2014-08-01

The Internet hosts an abundance of science video resources aimed at communicating scientific knowledge, including webinars, massive open online courses, and TED talks. Although these videos are efficient at disseminating information for diverse types of users, they often do not demonstrate the process of doing science, the excitement of scientific discovery, or how new scientific knowledge is developed. iBiology (www.ibiology.org), a project that creates open-access science videos about biology research and science-related topics, seeks to fill this need by producing videos by science leaders that make their ideas, stories, and experiences available to anyone with an Internet connection. © 2014 Goodwin. This article is distributed by The American Society for Cell Biology under license from the author(s). Two months after publication it is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Video games: a route to large-scale STEM education?

Science.gov (United States)

Mayo, Merrilea J

2009-01-02

Video games have enormous mass appeal, reaching audiences in the hundreds of thousands to millions. They also embed many pedagogical practices known to be effective in other environments. This article reviews the sparse but encouraging data on learning outcomes for video games in science, technology, engineering, and math (STEM) disciplines, then reviews the infrastructural obstacles to wider adoption of this new medium.

Nasogastric tube placement with video-guided laryngoscope: A manikin simulator study.

Science.gov (United States)

Lee, Xiao-Lun; Yeh, Li-Chun; Jin, Yau-Dung; Chen, Chun-Chih; Lee, Ming-Ho; Huang, Ping-Wun

2017-08-01

This study aimed to investigate video-guided laryngoscopy for nasogastric tube placement. This was an observational comparative study performed in a hospital. The participants included volunteers from the medical staff (physicians and nurses) experienced with nasogastric intubation, and non-medical staff (medical students, pharmacists and emergent medical technicians) with knowledge of nasogastric intubation but lacking procedural experience. Medical and non-medical hospital staff performed manual, laryngoscope-assisted and video-guided laryngoscope nasogastric intubation both in the presence and in the absence of an endotracheal tube, using a manikin. Nasogastric intubation times were compared between groups and methods. Using the video-guided laryngoscope resulted in a significantly shorter intubation time compared to the other 2 methods, both with and without an endotracheal tube, for the medical and non-medical staff alike (all p guided laryngoscope without endotracheal intubation, direct laryngoscope with endotracheal intubation and video-guided laryngoscope with endotracheal intubation compared to manual intubation without endotracheal intubation (0.49, 0.63 and 0.72 vs. 5.63, respectively, p ≤ 0.008). For non-medical staff, nasogastric intubation time was significantly shorter using video-guided laryngoscope without endotracheal intubation, direct laryngoscope with endotracheal intubation and video-guided laryngoscope with endotracheal intubation compared to manual intubation without endotracheal intubation (1.67, 1.58 and 0.95 vs. 6.9, respectively, p ≤ 0.002). And mean nasogastric intubation time for video-guided laryngoscope endotracheal intubation was significantly shorter for medical staff than for non-medical staff (0.49 vs. 1.67 min, respectively, p = 0.041). Video-guided laryngoscope reduces nasogastric intubation time compared to manual and direct laryngoscope intubation, which promotes a consistent technique when performed by

Fostering Curiosity in Science Classrooms: Inquiring into Practice Using Cogenerative Dialoguing

Science.gov (United States)

Higgins, Joanna; Moeed, Azra

2017-01-01

Developing students' scientific literacy requires teachers to use a variety of pedagogical approaches including video as a form of instruction. In addition, using video is a way of engaging students in science ideas not otherwise accessible to them. This study investigated the merit of video clips representing scientific ideas in a secondary…

Enhancing Secondary Science Content Accessibility with Video Games

Science.gov (United States)

Marino, Matthew T.; Becht, Kathleen M.; Vasquez, Eleazar, III; Gallup, Jennifer L.; Basham, James D.; Gallegos, Benjamin

2014-01-01

Mobile devices, including iPads, tablets, and so on, are common in high schools across the country. Unfortunately, many secondary teachers see these devices as distractions rather than tools for scaffolding instruction. This article highlights current research related to the use of video games as a means to increase the cognitive and social…

High Definition Video Streaming Using H.264 Video Compression

OpenAIRE

Bechqito, Yassine

2009-01-01

This thesis presents high definition video streaming using H.264 codec implementation. The experiment carried out in this study was done for an offline streaming video but a model for live high definition streaming is introduced, as well. Prior to the actual experiment, this study describes digital media streaming. Also, the different technologies involved in video streaming are covered. These include streaming architecture and a brief overview on H.264 codec as well as high definition t...

Learning Electron Transport Chain Process in Photosynthesis Using Video and Serious Game

Science.gov (United States)

Espinoza Morales, Cecilia

This research investigates students' learning about the electron transport chain (ETC) process in photosynthesis by watching a video followed by playing a serious board game-Electron Chute- that models the ETC process. To accomplish this goal, several learning outcomes regarding the misconceptions students' hold about photosynthesis and the ETC process in photosynthesis were defined. Middle school students need opportunities to develop cohesive models that explain the mechanistic processes of biological systems to support their learning. A six-week curriculum on photosynthesis included a one day learning activity using an ETC video and the Electron Chute game to model the ETC process. The ETC model explained how sunlight energy was converted to chemical energy (ATP) at the molecular level involving a flow of electrons. The learning outcomes and the experiences were developed based on the Indiana Academic Standards for biology and the Next Generation Science Standards (NGSS) for the life sciences. Participants were 120 eighth grade science students from an urban public school. The participants were organized into six classes based on their level of academic readiness, regular and challenge, by the school corporation. Four classes were identified as regular classes and two of them as challenge classes. Students in challenge classes had the opportunity to be challenged with more difficult content knowledge and required higher level thinking skills. The regular classes were the mainstream at school. A quasi-experimental design known as non-equivalent group design (NEGD) was used in this study. This experimental design consisted of a pretest-posttest experiment in two similar groups to begin with-the video only and video+game treatments. Intact classes were distributed into the treatments. The video only watched the ETC video and the video+game treatment watched the ETC video and played the Electron Chute game. The instrument (knowledge test) consisted of a multiple

Lyme Disease and YouTube TM: A Cross-Sectional Study of Video Contents.

Science.gov (United States)

Basch, Corey H; Mullican, Lindsay A; Boone, Kwanza D; Yin, Jingjing; Berdnik, Alyssa; Eremeeva, Marina E; Fung, Isaac Chun-Hai

2017-08-01

Lyme disease is the most common tick-borne disease. People seek health information on Lyme disease from YouTube TM videos. In this study, we investigated if the contents of Lyme disease-related YouTube TM videos varied by their sources. Most viewed English YouTube TM videos (n = 100) were identified and manually coded for contents and sources. Within the sample, 40 videos were consumer-generated, 31 were internet-based news, 16 were professional, and 13 were TV news. Compared with consumer-generated videos, TV news videos were more likely to mention celebrities (odds ratio [OR], 10.57; 95% confidence interval [CI], 2.13-52.58), prevention of Lyme disease through wearing protective clothing (OR, 5.63; 95% CI, 1.23-25.76), and spraying insecticides (OR, 7.71; 95% CI, 1.52-39.05). A majority of the most popular Lyme disease-related YouTube TM videos were not created by public health professionals. Responsible reporting and creative video-making facilitate Lyme disease education. Partnership with YouTube TM celebrities to co-develop educational videos may be a future direction.

Incorporating digital technologies into science classes

DEFF Research Database (Denmark)

Hilton, Annette; Hilton, Geoff

2013-01-01

in science. The first case study involved primary school students (12 years old) using digital video production to record and represent their learning in science. This study extended writing-to-learn approaches to include video production to learn. The second case study involved Year 11 chemistry students...... learning. There is a need for research that examines the ways in which digital technologies impact on teaching practices and learning outcomes. This paper describes case studies from two larger studies that examined ways in which digital technologies could be used to promote students’ understanding...... for students, including increased conceptual understanding, enhanced motivation and engagement, and increased representational competence. This paper reports on the classroom strategies and teaching resources used in each case, and describes the learning outcomes for the students involved and some...

Development of high-speed video cameras

Science.gov (United States)

Etoh, Takeharu G.; Takehara, Kohsei; Okinaka, Tomoo; Takano, Yasuhide; Ruckelshausen, Arno; Poggemann, Dirk

2001-04-01

Presented in this paper is an outline of the R and D activities on high-speed video cameras, which have been done in Kinki University since more than ten years ago, and are currently proceeded as an international cooperative project with University of Applied Sciences Osnabruck and other organizations. Extensive marketing researches have been done, (1) on user's requirements on high-speed multi-framing and video cameras by questionnaires and hearings, and (2) on current availability of the cameras of this sort by search of journals and websites. Both of them support necessity of development of a high-speed video camera of more than 1 million fps. A video camera of 4,500 fps with parallel readout was developed in 1991. A video camera with triple sensors was developed in 1996. The sensor is the same one as developed for the previous camera. The frame rate is 50 million fps for triple-framing and 4,500 fps for triple-light-wave framing, including color image capturing. Idea on a video camera of 1 million fps with an ISIS, In-situ Storage Image Sensor, was proposed in 1993 at first, and has been continuously improved. A test sensor was developed in early 2000, and successfully captured images at 62,500 fps. Currently, design of a prototype ISIS is going on, and, hopefully, will be fabricated in near future. Epoch-making cameras in history of development of high-speed video cameras by other persons are also briefly reviewed.

Reduction in Fall Rate in Dementia Managed Care Through Video Incident Review: Pilot Study.

Science.gov (United States)

Bayen, Eleonore; Jacquemot, Julien; Netscher, George; Agrawal, Pulkit; Tabb Noyce, Lynn; Bayen, Alexandre

2017-10-17

Falls of individuals with dementia are frequent, dangerous, and costly. Early detection and access to the history of a fall is crucial for efficient care and secondary prevention in cognitively impaired individuals. However, most falls remain unwitnessed events. Furthermore, understanding why and how a fall occurred is a challenge. Video capture and secure transmission of real-world falls thus stands as a promising assistive tool. The objective of this study was to analyze how continuous video monitoring and review of falls of individuals with dementia can support better quality of care. A pilot observational study (July-September 2016) was carried out in a Californian memory care facility. Falls were video-captured (24×7), thanks to 43 wall-mounted cameras (deployed in all common areas and in 10 out of 40 private bedrooms of consenting residents and families). Video review was provided to facility staff, thanks to a customized mobile device app. The outcome measures were the count of residents' falls happening in the video-covered areas, the acceptability of video recording, the analysis of video review, and video replay possibilities for care practice. Over 3 months, 16 falls were video-captured. A drop in fall rate was observed in the last month of the study. Acceptability was good. Video review enabled screening for the severity of falls and fall-related injuries. Video replay enabled identifying cognitive-behavioral deficiencies and environmental circumstances contributing to the fall. This allowed for secondary prevention in high-risk multi-faller individuals and for updated facility care policies regarding a safer living environment for all residents. Video monitoring offers high potential to support conventional care in memory care facilities. ©Eleonore Bayen, Julien Jacquemot, George Netscher, Pulkit Agrawal, Lynn Tabb Noyce, Alexandre Bayen. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 17.10.2017.

Training value of laparoscopic colorectal videos on the World Wide Web: a pilot study on the educational quality of laparoscopic right hemicolectomy videos.

Science.gov (United States)

Celentano, V; Browning, M; Hitchins, C; Giglio, M C; Coleman, M G

2017-11-01

Instructive laparoscopy videos with appropriate exposition could be ideal for initial training in laparoscopic surgery, but unfortunately there are no guidelines for annotating these videos or agreed methods to measure the educational content and the safety of the procedure presented. Aim of this study is to systematically search the World Wide Web to determine the availability of laparoscopic colorectal surgery videos and to objectively establish their potential training value. A search for laparoscopic right hemicolectomy videos was performed on the three most used English language web search engines Google.com, Bing.com, and Yahoo.com; moreover, a survey among 25 local trainees was performed to identify additional websites for inclusion. All laparoscopic right hemicolectomy videos with an English language title were included. Videos of open surgery, single incision laparoscopic surgery, robotic, and hand-assisted surgery were excluded. The safety of the demonstrated procedure was assessed with a validated competency assessment tool specifically designed for laparoscopic colorectal surgery and data on the educational content of the video were extracted. Thirty-one websites were identified and 182 surgical videos were included. One hundred and seventy-three videos (95%) detailed the year of publication; this demonstrated a significant increase in the number of videos published per year from 2009. Characteristics of the patient were rarely presented, only 10 videos (5.4%) reported operating time and only 6 videos (3.2%) reported 30-day morbidity; 34 videos (18.6%) underwent a peer-review process prior to publication. Formal case presentation, the presence of audio narration, the use of diagrams, and snapshots and a step-by-step approach are all characteristics of peer-reviewed videos but no significant difference was found in the safety of the procedure. Laparoscopic videos can be a useful adjunct to operative training. There is a large and increasing amount of

Internet and video game addictions: a cognitive behavioral approach

Directory of Open Access Journals (Sweden)

Igor Lins Lemos

2014-07-01

Full Text Available Background While several benefits are attributed to the Internet and video games, an important proportion of the population presents symptoms related to possible new technological addictions and there has been little discussion of treatment of problematic technology use. Although demand for knowledge is growing, only a small number of treatments have been described. Objective To conduct a systematic review of the literature, to establish Cognitive Behavioral Therapy (CBT as a possible strategy for treating Internet and video game addictions. Method The review was conducted in the following databases: Science Direct on Line, PubMed, PsycINFO, Cochrane Clinical Trials Library, BVS and SciELO. The keywords used were: Cognitive Behavioral Therapy; therapy; treatment; with association to the terms Internet addiction and video game addiction. Given the scarcity of studies in the field, no restrictions to the minimum period of publication were made, so that articles found until October 2013 were accounted. Results Out of 72 articles found, 23 described CBT as a psychotherapy for Internet and video game addiction. The manuscripts showed the existence of case studies and protocols with satisfactory efficacy. Discussion Despite the novelty of technological dependencies, CBT seems to be applicable and allows an effective treatment for this population.

VIDEO GAMES ARE AN INTERESTING OBJECT TO THE COGNITION STUDIES

Directory of Open Access Journals (Sweden)

Cleci Maraschin

2013-12-01

Full Text Available Video games create a virtual space that can be inhabited in various ways by the players. Despite the controversies in which they are constantly included, electronic games bear witness to the modus operandi in our contemporary cognition permeated by technical objects. By focusing the know-how instead of a declarative experience the games open questions in the field of new literacies and problematize the use of technology in teaching practices. From the development of a locative game at the Botanical Garden of Porto Alegre, this article discussed some, methodological, political and theoretical implications arising from the research with video games in the field of cognitive studies. We discuss, finally, three theoretical / methodological implications the practice with video games forces us to think: research the video game through the process of its operation, questioning cognitive policies that organize our everyday and map the complex web of practices that supports the use of technical objects.

SnapVideo: Personalized Video Generation for a Sightseeing Trip.

Science.gov (United States)

Zhang, Luming; Jing, Peiguang; Su, Yuting; Zhang, Chao; Shaoz, Ling

2017-11-01

Leisure tourism is an indispensable activity in urban people's life. Due to the popularity of intelligent mobile devices, a large number of photos and videos are recorded during a trip. Therefore, the ability to vividly and interestingly display these media data is a useful technique. In this paper, we propose SnapVideo, a new method that intelligently converts a personal album describing of a trip into a comprehensive, aesthetically pleasing, and coherent video clip. The proposed framework contains three main components. The scenic spot identification model first personalizes the video clips based on multiple prespecified audience classes. We then search for some auxiliary related videos from YouTube 1 according to the selected photos. To comprehensively describe a scenery, the view generation module clusters the crawled video frames into a number of views. Finally, a probabilistic model is developed to fit the frames from multiple views into an aesthetically pleasing and coherent video clip, which optimally captures the semantics of a sightseeing trip. Extensive user studies demonstrated the competitiveness of our method from an aesthetic point of view. Moreover, quantitative analysis reflects that semantically important spots are well preserved in the final video clip. 1 https://www.youtube.com/.

Scientists feature their work in Arctic-focused short videos by FrontierScientists

Science.gov (United States)

Nielsen, L.; O'Connell, E.

2013-12-01

Whether they're guiding an unmanned aerial vehicle into a volcanic plume to sample aerosols, or documenting core drilling at a frozen lake in Siberia formed 3.6 million years ago by a massive meteorite impact, Arctic scientists are using video to enhance and expand their science and science outreach. FrontierScientists (FS), a forum for showcasing scientific work, produces and promotes radically different video blogs featuring Arctic scientists. Three- to seven- minute multimedia vlogs help deconstruct researcher's efforts and disseminate stories, communicating scientific discoveries to our increasingly connected world. The videos cover a wide range of current field work being performed in the Arctic. All videos are freely available to view or download from the FrontierScientists.com website, accessible via any internet browser or via the FrontierScientists app. FS' filming process fosters a close collaboration between the scientist and the media maker. Film creation helps scientists reach out to the public, communicate the relevance of their scientific findings, and craft a discussion. Videos keep audience tuned in; combining field footage, pictures, audio, and graphics with a verbal explanation helps illustrate ideas, allowing one video to reach people with different learning strategies. The scientists' stories are highlighted through social media platforms online. Vlogs grant scientists a voice, letting them illustrate their own work while ensuring accuracy. Each scientific topic on FS has its own project page where easy-to-navigate videos are featured prominently. Video sets focus on different aspects of a researcher's work or follow one of their projects into the field. We help the scientist slip the answers to their five most-asked questions into the casual script in layman's terms in order to free the viewers' minds to focus on new concepts. Videos are accompanied by written blogs intended to systematically demystify related facts so the scientists can focus

Shell film- and video catalogue 1996

International Nuclear Information System (INIS)

1996-01-01

An overview is given of films and videos that are available through 'Shell Nederland Filmcentrale' (Shell Netherlands Film Center), subdivided into the subjects (1) About Shell; (2) Health, Safety and Environment; (3) Science and Technology; (4) The History of Car(racing); and (5) Historical Overview. 5 ills

Fair Play: A Study of Scientific Workforce Trainers' Experience Playing an Educational Video Game about Racial Bias

Science.gov (United States)

Katz, Anna; Carnes, Molly; Gutierrez, Belinda; Savoy, Julia; Samuel, Clem; Filut, Amarette; Pribbenow, Christine Maidl

2017-01-01

Explicit racial bias has decreased in the United States, but racial stereotypes still exist and conspire in multiple ways to perpetuate the underparticipation of Blacks in science careers. Capitalizing on the potential effectiveness of role-playing video games to promote the type of active learning required to increase awareness of and reduce…

Informal science education at Science City

Science.gov (United States)

French, April Nicole

The presentation of chemistry within informal learning environments, specifically science museums and science centers is very sparse. This work examines learning in Kansas City's Science City's Astronaut Training Center in order to identify specific behaviors associated with visitors' perception of learning and their attitudes toward space and science to develop an effective chemistry exhibit. Grounded in social-constructivism and the Contextual Model of Learning, this work approaches learning in informal environments as resulting from social interactions constructed over time from interaction between visitors. Visitors to the Astronaut Training Center were surveyed both during their visit and a year after the visit to establish their perceptions of behavior within the exhibit and attitudes toward space and science. Observations of visitor behavior and a survey of the Science City staff were used to corroborate visitor responses. Eighty-six percent of visitors to Science City indicated they had learned from their experiences in the Astronaut Training Center. No correlation was found between this perception of learning and visitor's interactions with exhibit stations. Visitor attitudes were generally positive toward learning in informal settings and space science as it was presented in the exhibit. Visitors also felt positively toward using video game technology as learning tools. This opens opportunities to developing chemistry exhibits using video technology to lessen the waste stream produced by a full scale chemistry exhibit.

Video game playing increases food intake in adolescents: a randomized crossover study.

Science.gov (United States)

Chaput, Jean-Philippe; Visby, Trine; Nyby, Signe; Klingenberg, Lars; Gregersen, Nikolaj T; Tremblay, Angelo; Astrup, Arne; Sjödin, Anders

2011-06-01

Video game playing has been linked to obesity in many observational studies. However, the influence of this sedentary activity on food intake is unknown. The objective was to examine the acute effects of sedentary video game play on various components of energy balance. With the use of a randomized crossover design, 22 healthy, normal-weight, male adolescents (mean ± SD age: 16.7 ± 1.1 y) completed two 1-h experimental conditions, namely video game play and rest in a sitting position, followed by an ad libitum lunch. The endpoints were spontaneous food intake, energy expenditure, stress markers, appetite sensations, and profiles of appetite-related hormones. Heart rate, systolic and diastolic blood pressures, sympathetic tone, and mental workload were significantly higher during the video game play condition than during the resting condition (P video game play than during rest (mean increase over resting: 89 kJ; P video game play exceeded that measured after rest by 335 kJ (P video game play condition. The increase in food intake associated with video game play was observed without increased sensations of hunger and was not compensated for during the rest of the day. Finally, the profiles of glucose, insulin, cortisol, and ghrelin did not suggest an up-regulation of appetite during the video game play condition. A single session of video game play in healthy male adolescents is associated with an increased food intake, regardless of appetite sensations. The trial was registered at clinicaltrials.gov as NCT01013246.

The Psychological Study of Video Game Players: Methodological Challenges and Practical Advice

Science.gov (United States)

King, Daniel; Delfabbro, Paul; Griffiths, Mark

2009-01-01

Video game playing has received increased academic interest over the last few decades, particularly with regard to the psychological understanding of addiction. Based on the many studies carried out by the authors, this paper summarises some of the methodological challenges which may arise when studying video game players, including obstacles…

What Science Teaching Looks Like: An International Perspective

Science.gov (United States)

Roth, Kathleen; Garnier, Helen

2007-01-01

Using the Trends in International Mathematics and Science (TIMSS) video study, the authors compare science teaching practices in the United States and in four other countries that outperformed the United States: Australia, the Czech Republic, Japan, and the Netherlands. Their observations of videotapes from 100 8th-grade science lessons in each…

Causes and Effects of Online Video Game Playing Among Junior-Senior High School Students in Malang East Java

OpenAIRE

Eskasasnanda, I Dewa Putu

2017-01-01

Science and technology development causes a lot of changes in any fields including the form of popular games among the Junior and Senior High School students in Indonesia. The traditional games that are famous formerly have been replaced by the modern games like online video game. This article discusses the cause and effect of the online video game playing on the Junior and Senior High Schools students in Malang. This study reveal that students play video games online due to peers pressure; a...

Video game addiction, ADHD symptomatology, and video game reinforcement.

Science.gov (United States)

Mathews, Christine L; Morrell, Holly E R; Molle, Jon E

2018-06-06

Up to 23% of people who play video games report symptoms of addiction. Individuals with attention deficit hyperactivity disorder (ADHD) may be at increased risk for video game addiction, especially when playing games with more reinforcing properties. The current study tested whether level of video game reinforcement (type of game) places individuals with greater ADHD symptom severity at higher risk for developing video game addiction. Adult video game players (N = 2,801; Mean age = 22.43, SD = 4.70; 93.30% male; 82.80% Caucasian) completed an online survey. Hierarchical multiple linear regression analyses were used to test type of game, ADHD symptom severity, and the interaction between type of game and ADHD symptomatology as predictors of video game addiction severity, after controlling for age, gender, and weekly time spent playing video games. ADHD symptom severity was positively associated with increased addiction severity (b = .73 and .68, ps .05. The relationship between ADHD symptom severity and addiction severity did not depend on the type of video game played or preferred most, ps > .05. Gamers who have greater ADHD symptom severity may be at greater risk for developing symptoms of video game addiction and its negative consequences, regardless of type of video game played or preferred most. Individuals who report ADHD symptomatology and also identify as gamers may benefit from psychoeducation about the potential risk for problematic play.

Does video gaming affect orthopaedic skills acquisition? A prospective cohort-study.

Directory of Open Access Journals (Sweden)

Chetan Khatri

Full Text Available Previous studies have suggested that there is a positive correlation between the extent of video gaming and efficiency of surgical skill acquisition on laparoscopic and endovascular surgical simulators amongst trainees. However, the link between video gaming and orthopaedic trauma simulation remains unexamined, in particular dynamic hip screw (DHS stimulation.To assess effect of prior video gaming experience on virtual-reality (VR haptic-enabled DHS simulator performance.38 medical students, naïve to VR surgical simulation, were recruited and stratified relative to their video gaming exposure. Group 1 (n = 19, video-gamers were defined as those who play more than one hour per day in the last calendar year. Group 2 (n = 19, non-gamers were defined as those who play video games less than one hour per calendar year. Both cohorts performed five attempts on completing a VR DHS procedure and repeated the task after a week. Metrics assessed included time taken for task, simulated flouroscopy time and screw position. Median and Bonett-Price 95% confidence intervals were calculated for seven real-time objective performance metrics. Data was confirmed as non-parametric by the Kolmogorov-Smirnov test. Analysis was performed using the Mann-Whitney U test for independent data whilst the Wilcoxon signed ranked test was used for paired data. A result was deemed significant when a two-tailed p-value was less than 0.05.All 38 subjects completed the study. The groups were not significantly different at baseline. After ten attempts, there was no difference between Group 1 and Group 2 in any of the metrics tested. These included time taken for task, simulated fluoroscopy time, number of retries, tip-apex distance, percentage cut-out and global score.Contrary to previous literature findings, there was no correlation between video gaming experience and gaining competency on a VR DHS simulator.

Does video gaming affect orthopaedic skills acquisition? A prospective cohort-study.

Science.gov (United States)

Khatri, Chetan; Sugand, Kapil; Anjum, Sharika; Vivekanantham, Sayinthen; Akhtar, Kash; Gupte, Chinmay

2014-01-01

Previous studies have suggested that there is a positive correlation between the extent of video gaming and efficiency of surgical skill acquisition on laparoscopic and endovascular surgical simulators amongst trainees. However, the link between video gaming and orthopaedic trauma simulation remains unexamined, in particular dynamic hip screw (DHS) stimulation. To assess effect of prior video gaming experience on virtual-reality (VR) haptic-enabled DHS simulator performance. 38 medical students, naïve to VR surgical simulation, were recruited and stratified relative to their video gaming exposure. Group 1 (n = 19, video-gamers) were defined as those who play more than one hour per day in the last calendar year. Group 2 (n = 19, non-gamers) were defined as those who play video games less than one hour per calendar year. Both cohorts performed five attempts on completing a VR DHS procedure and repeated the task after a week. Metrics assessed included time taken for task, simulated flouroscopy time and screw position. Median and Bonett-Price 95% confidence intervals were calculated for seven real-time objective performance metrics. Data was confirmed as non-parametric by the Kolmogorov-Smirnov test. Analysis was performed using the Mann-Whitney U test for independent data whilst the Wilcoxon signed ranked test was used for paired data. A result was deemed significant when a two-tailed p-value was less than 0.05. All 38 subjects completed the study. The groups were not significantly different at baseline. After ten attempts, there was no difference between Group 1 and Group 2 in any of the metrics tested. These included time taken for task, simulated fluoroscopy time, number of retries, tip-apex distance, percentage cut-out and global score. Contrary to previous literature findings, there was no correlation between video gaming experience and gaining competency on a VR DHS simulator.

Teachers' and Students' Conceptions of Good Science Teaching

Science.gov (United States)

Yung, Benny Hin Wai; Zhu, Yan; Wong, Siu Ling; Cheng, Man Wai; Lo, Fei Yin

2013-01-01

Capitalizing on the comments made by teachers on videos of exemplary science teaching, a video-based survey instrument on the topic of "Density" was developed and used to investigate the conceptions of good science teaching held by 110 teachers and 4,024 year 7 students in Hong Kong. Six dimensions of good science teaching are identified…

Physics Girl: Where Education meets Cat Videos

Science.gov (United States)

Cowern, Dianna

YouTube is usually considered an entertainment medium to watch cats, gaming, and music videos. But educational channels have been gaining momentum on the platform, some garnering millions of subscribers and billions of views. The Physics Girl YouTube channel is an educational series with PBS Digital Studios created by Dianna Cowern. Using Physics Girl as an example, this talk will examine what it takes to start a short-form educational video series, including logistics and resources. One benefit of video is that every failure is documented on camera and can, and will, be used in this talk as a learning tool. We will look at the channels demographical reach, discuss best practices for effective physics outreach, and survey how online media and technology can facilitate good and bad learning. The aim of this talk is to show how videos are a unique way to share science and enrich the learning experience, in and out of a classroom.

Social Properties of Mobile Video

Science.gov (United States)

Mitchell, April Slayden; O'Hara, Kenton; Vorbau, Alex

Mobile video is now an everyday possibility with a wide array of commercially available devices, services, and content. These new technologies have created dramatic shifts in the way video-based media can be produced, consumed, and delivered by people beyond the familiar behaviors associated with fixed TV and video technologies. Such technology revolutions change the way users behave and change their expectations in regards to their mobile video experiences. Building upon earlier studies of mobile video, this paper reports on a study using diary techniques and ethnographic interviews to better understand how people are using commercially available mobile video technologies in their everyday lives. Drawing on reported episodes of mobile video behavior, the study identifies the social motivations and values underpinning these behaviors that help characterize mobile video consumption beyond the simplistic notion of viewing video only to kill time. This paper also discusses the significance of user-generated content and the usage of video in social communities through the description of two mobile video technology services that allow users to create and share content. Implications for adoption and design of mobile video technologies and services are discussed as well.

360-degree videos: a new visualization technique for astrophysical simulations

Science.gov (United States)

Russell, Christopher M. P.

2017-11-01

360-degree videos are a new type of movie that renders over all 4π steradian. Video sharing sites such as YouTube now allow this unique content to be shared via virtual reality (VR) goggles, hand-held smartphones/tablets, and computers. Creating 360° videos from astrophysical simulations is not only a new way to view these simulations as you are immersed in them, but is also a way to create engaging content for outreach to the public. We present what we believe is the first 360° video of an astrophysical simulation: a hydrodynamics calculation of the central parsec of the Galactic centre. We also describe how to create such movies, and briefly comment on what new science can be extracted from astrophysical simulations using 360° videos.

Using Student Video Cases to Assess Pre-service Elementary Teachers' Engineering Teaching Responsiveness

Science.gov (United States)

Dalvi, Tejaswini; Wendell, Kristen

2017-10-01

Our study addresses the need for new approaches to prepare novice elementary teachers to teach both science and engineering, and for new tools to measure how well those approaches are working. This in particular would inform the teacher educators of the extent to which novice teachers are developing expertise in facilitating their students' engineering design work. One important dimension to measure is novice teachers' abilities to notice the substance of student thinking and to respond in productive ways. This teacher noticing is particularly important in science and engineering education, where students' initial, idiosyncratic ideas and practices influence the likelihood that particular instructional strategies will help them learn. This paper describes evidence of validity and reliability for the Video Case Diagnosis (VCD) task, a new instrument for measuring pre-service elementary teachers' engineering teaching responsiveness. To complete the VCD, participants view a 6-min video episode of children solving an engineering design problem, describe in writing what they notice about the students' science ideas and engineering practices, and propose how a teacher could productively respond to the students. The rubric for scoring VCD responses allowed two independent scorers to achieve inter-rater reliability. Content analysis of the video episode, systematic review of literature on science and engineering practices, and solicitation of external expert educator responses establish content validity for VCD. Field test results with three different participant groups who have different levels of engineering education experience offer evidence of construct validity.

A new visual navigation system for exploring biomedical Open Educational Resource (OER) videos.

Science.gov (United States)

Zhao, Baoquan; Xu, Songhua; Lin, Shujin; Luo, Xiaonan; Duan, Lian

2016-04-01

Biomedical videos as open educational resources (OERs) are increasingly proliferating on the Internet. Unfortunately, seeking personally valuable content from among the vast corpus of quality yet diverse OER videos is nontrivial due to limitations of today's keyword- and content-based video retrieval techniques. To address this need, this study introduces a novel visual navigation system that facilitates users' information seeking from biomedical OER videos in mass quantity by interactively offering visual and textual navigational clues that are both semantically revealing and user-friendly. The authors collected and processed around 25 000 YouTube videos, which collectively last for a total length of about 4000 h, in the broad field of biomedical sciences for our experiment. For each video, its semantic clues are first extracted automatically through computationally analyzing audio and visual signals, as well as text either accompanying or embedded in the video. These extracted clues are subsequently stored in a metadata database and indexed by a high-performance text search engine. During the online retrieval stage, the system renders video search results as dynamic web pages using a JavaScript library that allows users to interactively and intuitively explore video content both efficiently and effectively.ResultsThe authors produced a prototype implementation of the proposed system, which is publicly accessible athttps://patentq.njit.edu/oer To examine the overall advantage of the proposed system for exploring biomedical OER videos, the authors further conducted a user study of a modest scale. The study results encouragingly demonstrate the functional effectiveness and user-friendliness of the new system for facilitating information seeking from and content exploration among massive biomedical OER videos. Using the proposed tool, users can efficiently and effectively find videos of interest, precisely locate video segments delivering personally valuable

Video Field Studies with your Cell Phone

DEFF Research Database (Denmark)

Buur, Jacob; Fraser, Euan

2010-01-01

Pod? Or with the GoPRO sports camera? Our approach has a strong focus on how to use video in design, rather than on the technical side. The goal is to engage design teams in meaningful discussions based on user empathy, rather than to produce beautiful videos. Basically it is a search for a minimalist way...

Video Games, Internet and Social Networks: A Study among French School students

Science.gov (United States)

Dany, Lionel; Moreau, Laure; Guillet, Clémentine; Franchina, Carmelo

2016-11-25

Aim : Screen-based media use is gradually becoming a public health issue, especially among young people.Method : A local descriptive observational study was conducted in 11 colleges of the Bouches-du-Rhône department. All middle high school students were asked to fill in a questionnaire comprising questions about their demographic characteristics, their screen-based media use (Internet, video games, social networks), any problematic use (video games and social networks), self-esteem and quality of life.Results : A total of 950 college students (mean age : 12.96 years) participated in the research. The results show a high level and a very diverse screen-based media use. Boys more frequently played video games and girls go more frequently used social networks. The levels of problematic use were relatively low for all middle high school students. The level of problematic video game use was significantly higher in boys, and the level of problematic social network use was higher in girls.Conclusion : Differences in the use of video games or social networks raise the general issue of gender differences in society. This study indicates the need for more specific preventive interventions for screen-based media use. The addictive “nature” of certain practices needs to be studied in more detail.

Teaching Bioethics via the Production of Student-Generated Videos

Science.gov (United States)

Willmott, Christopher J. R.

2015-01-01

There is growing recognition that science is not conducted in a vacuum and that advances in the biosciences have ethical and social implications for the wider community. An exercise is described in which undergraduate students work in teams to produce short videos about the science and ethical dimensions of current developments in biomedicine.…

Designing online audiovisual heritage services: an empirical study of two comparable online video services

Science.gov (United States)

Ongena, G.; van de Wijngaert, L. A. L.; Huizer, E.

2013-03-01

The purpose of this study is to seek input for a new online audiovisual heritage service. In doing so, we assess comparable online video services to gain insights into the motivations and perceptual innovation characteristics of the video services. The research is based on data from a Dutch survey held among 1,939 online video service users. The results show that online video service held overlapping antecedents but does show differences in motivations and in perceived innovation characteristics. Hence, in general, one can state that in comparison, online video services comply with different needs and have differences in perceived innovation characteristics. This implies that one can design online video services for different needs. In addition to scientific implications, the outcomes also provide guidance for practitioners in implementing new online video services.

Assessment of competence in video-assisted thoracoscopic surgery lobectomy: A Danish nationwide study.

Science.gov (United States)

Petersen, René Horsleben; Gjeraa, Kirsten; Jensen, Katrine; Møller, Lars Borgbjerg; Hansen, Henrik Jessen; Konge, Lars

2018-04-18

Competence in video-assisted thoracoscopic surgery lobectomy has previously been established on the basis of numbers of procedures performed, but this approach does not ensure competence. Specific assessment tools, such as the newly developed video-assisted thoracoscopic surgery lobectomy assessment tool, allow for structured and objective assessment of competence. Our aim was to provide validity evidence for the video-assisted thoracoscopic surgery lobectomy assessment tool. Video recordings of 60 video-assisted thoracoscopic surgery lobectomies performed by 18 thoracic surgeons were rated using the video-assisted thoracoscopic surgery lobectomy assessment tool. All 4 centers of thoracic surgery in Denmark participated in the study. Two video-assisted thoracoscopic surgery experts rated the videos. They were blinded to surgeon and center. The total internal consistency reliability Cronbach's alpha was 0.93. Inter-rater reliability between the 2 raters was Pearson's r = 0.71 (P video-assisted thoracoscopic surgery lobectomy assessment tool scores for the 10 procedures performed by beginners were 22.1 (standard deviation [SD], 8.6) for the 28 procedures performed by the intermediate surgeons, 31.2 (SD, 4.4), and for the 20 procedures performed by experts 35.9 (SD, 2.9) (P better than intermediates (P better than beginners (P video-assisted thoracoscopic surgery lobectomy (video-assisted thoracoscopic surgery lobectomy assessment tool) in a clinical setting. The discriminatory ability among expert surgeons, intermediate surgeons, and beginners proved highly significant. The video-assisted thoracoscopic surgery lobectomy assessment tool could be an important aid in the future training and certification of thoracic surgeons. Copyright © 2018 The American Association for Thoracic Surgery. Published by Elsevier Inc. All rights reserved.

Video games and rehabilitation: using design principles to enhance engagement in physical therapy.

Science.gov (United States)

Lohse, Keith; Shirzad, Navid; Verster, Alida; Hodges, Nicola; Van der Loos, H F Machiel

2013-12-01

Patient nonadherence with therapy is a major barrier to rehabilitation. Recovery is often limited and requires prolonged, intensive rehabilitation that is time-consuming, expensive, and difficult. We review evidence for the potential use of video games in rehabilitation with respect to the behavioral, physiological, and motivational effects of gameplay. In this Special Interest article, we offer a method to evaluate effects of video game play on motor learning and their potential to increase patient engagement with therapy, particularly commercial games that can be interfaced with adapted control systems. We take the novel approach of integrating research across game design, motor learning, neurophysiology changes, and rehabilitation science to provide criteria by which therapists can assist patients in choosing games appropriate for rehabilitation. Research suggests that video games are beneficial for cognitive and motor skill learning in both rehabilitation science and experimental studies with healthy subjects. Physiological data suggest that gameplay can induce neuroplastic reorganization that leads to long-term retention and transfer of skill; however, more clinical research in this area is needed. There is interdisciplinary evidence suggesting that key factors in game design, including choice, reward, and goals, lead to increased motivation and engagement. We maintain that video game play could be an effective supplement to traditional therapy. Motion controllers can be used to practice rehabilitation-relevant movements, and well-designed game mechanics can augment patient engagement and motivation in rehabilitation. We recommend future research and development exploring rehabilitation-relevant motions to control games and increase time in therapy through gameplay.Video Abstract available (see Video, Supplemental Digital Content 1, http://links.lww.com/JNPT/A61) for more insights from the authors.

The everyday lives of video game developers: Experimentally understanding underlying systems/structures

Directory of Open Access Journals (Sweden)

Casey O'Donnell

2009-03-01

Full Text Available This essay examines how tensions between work and play for video game developers shape the worlds they create. The worlds of game developers, whose daily activity is linked to larger systems of experimentation and technoscientific practice, provide insights that transcend video game development work. The essay draws on ethnographic material from over 3 years of fieldwork with video game developers in the United States and India. It develops the notion of creative collaborative practice based on work in the fields of science and technology studies, game studies, and media studies. The importance of, the desire for, or the drive to understand underlying systems and structures has become fundamental to creative collaborative practice. I argue that the daily activity of game development embodies skills fundamental to creative collaborative practice and that these capabilities represent fundamental aspects of critical thought. Simultaneously, numerous interests have begun to intervene in ways that endanger these foundations of creative collaborative practice.

360° Operative Videos: A Randomised Cross-Over Study Evaluating Attentiveness and Information Retention.

Science.gov (United States)

Harrington, Cuan M; Kavanagh, Dara O; Wright Ballester, Gemma; Wright Ballester, Athena; Dicker, Patrick; Traynor, Oscar; Hill, Arnold; Tierney, Sean

2017-11-06

Although two-dimensional (2D) and three-dimensional videos have traditionally provided foundations for reviewing operative procedures, the recent 360º format may provide new dimensions to surgical education. This study sought to describe the production of a high quality 360º video for an index-operation (augmented with educational material), while evaluating for variances in attentiveness, information retention, and appraisal compared to 2D. A 6-camera synchronised array (GoPro Omni, [California, United States]) was suspended inverted and recorded an elective laparoscopic cholecystectomy in 2016. A single-blinded randomised cross-over study was performed to evaluate this video in 360º vs 2D formats. Group A experienced the 360º video using Samsung (Suwon, South-Korea) GearVR virtual-reality headsets, followed by the 2D experience on a 75-inch television. Group B were reversed. Each video was probed at designated time points for engagement levels and task-unrelated images or thoughts. Alternating question banks were administered following each video experience. Feedback was obtained via a short survey at study completion. The New Academic and Education Building (NAEB) in Dublin, Royal College of Surgeons in Ireland, July 2017. Preclinical undergraduate students from a medical university in Ireland. Forty students participated with a mean age of 23.2 ± 4.5 years and equal sex involvement. The 360º video demonstrated significantly higher engagement (p video as their learning platform of choice. Mean appraisal levels for the 360º platform were positive with mean responses of >8/10 for the platform for learning, immersion, and entertainment. This study describes the successful development and evaluation of a 360º operative video. This new video format demonstrated significant engagement and attentiveness benefits compared to traditional 2D formats. This requires further evaluation in the field of technology enhanced learning. Copyright © 2017 Association of

Exploring Our World with Dr. Ryan: an adventure-science video series

Science.gov (United States)

vachon, R. W.; Kramer, N.

2011-12-01

Science is embedded in all that we do and experience. It brings perspective to the simplest and most complex systems: A rocket breaking free of the Earth's gravitational field to single stream recycling of waste. Everything! To many of us, these concepts are acknowledged as a part of our lives, but remain at arm's length because we don't understand the fundamental principles that make them all possible. However individuals, armed with information, make wise decisions about their lives and the world that we share. The adults of tomorrow are quickly growing up, which makes effective science outreach to youth all the more important, even urgent. In this presentation we shall describe the infrastructure behind the exciting Exploring Our World with Dr. Ryan series. These stirring, web-based videos (~4 min) are designed to educate audiences (with a target age of 8-12 years old) about various aspects of the world in which we live. Currently we are working on a Climate Change sub-series. The well-produced films are designed to be placed into the hands of educators but are appealing to youth outside of the classroom. The short vignettes are concise descriptions of fascinating and timely scientific topics, making them ideal multimodal teaching tools, introductions to topics of discussion and alternative perspectives to textbook-based curriculum. The series leverages enthusiastic hosting, otherwise inaccessible scientific expertise and authentic illustrations of experimentation. Additionally, each episode is strengthened by a carefully conceived work-flow that not only emphasizes the desired content but encourages critical thinking, models scientific methodology, humanizes scientists and celebrates collaborations that lead to clearer understandings of the Big Picture. Robust social networking is the capsicum to the series successful outreach. Example episode: http://vimeo.com/22397380

Assessing video games to improve driving skills: a literature review and observational study.

Science.gov (United States)

Sue, Damian; Ray, Pradeep; Talaei-Khoei, Amir; Jonnagaddala, Jitendra; Vichitvanichphong, Suchada

2014-08-07

For individuals, especially older adults, playing video games is a promising tool for improving their driving skills. The ease of use, wide availability, and interactivity of gaming consoles make them an attractive simulation tool. The objective of this study was to look at the feasibility and effects of installing video game consoles in the homes of individuals looking to improve their driving skills. A systematic literature review was conducted to assess the effect of playing video games on improving driving skills. An observatory study was performed to evaluate the feasibility of using an Xbox 360 Kinect console for improving driving skills. Twenty-nine articles, which discuss the implementation of video games in improving driving skills were found in literature. On our study, it was found the Xbox 360 with Kinect is capable of improving physical and mental activities. Xbox Video games were introduced to engage players in physical, visual and cognitive activities including endurance, postural sway, reaction time, eyesight, eye movement, attention and concentration, difficulties with orientation, and semantic fluency. However, manual dexterity, visuo-spatial perception and binocular vision could not be addressed by these games. It was observed that Xbox Kinect (by incorporating Kinect sensor facilities) combines physical, visual and cognitive engagement of players. These results were consistent with those from the literature review. From the research that has been carried out, we can conclude that video game consoles are a viable solution for improving user's physical and mental state. In future we propose to carry a thorough evaluation of the effects of video games on driving skills in elderly people.

A longitudinal study of the association between violent video game play and aggression among adolescents.

Science.gov (United States)

Willoughby, Teena; Adachi, Paul J C; Good, Marie

2012-07-01

In the past 2 decades, correlational and experimental studies have found a positive association between violent video game play and aggression. There is less evidence, however, to support a long-term relation between these behaviors. This study examined sustained violent video game play and adolescent aggressive behavior across the high school years and directly assessed the socialization (violent video game play predicts aggression over time) versus selection hypotheses (aggression predicts violent video game play over time). Adolescents (N = 1,492, 50.8% female) were surveyed annually from Grade 9 to Grade 12 about their video game play and aggressive behaviors. Nonviolent video game play, frequency of overall video game play, and a comprehensive set of potential 3rd variables were included as covariates in each analysis. Sustained violent video game play was significantly related to steeper increases in adolescents' trajectory of aggressive behavior over time. Moreover, greater violent video game play predicted higher levels of aggression over time, after controlling for previous levels of aggression, supporting the socialization hypothesis. In contrast, no support was found for the selection hypothesis. Nonviolent video game play also did not predict higher levels of aggressive behavior over time. Our findings, and the fact that many adolescents play video games for several hours every day, underscore the need for a greater understanding of the long-term relation between violent video games and aggression, as well as the specific game characteristics (e.g., violent content, competition, pace of action) that may be responsible for this association.

Medical students' perceptions of video-linked lectures and video-streaming

Directory of Open Access Journals (Sweden)

Karen Mattick

2010-12-01

Full Text Available Video-linked lectures allow healthcare students across multiple sites, and between university and hospital bases, to come together for the purposes of shared teaching. Recording and streaming video-linked lectures allows students to view them at a later date and provides an additional resource to support student learning. As part of a UK Higher Education Academy-funded Pathfinder project, this study explored medical students' perceptions of video-linked lectures and video-streaming, and their impact on learning. The methodology involved semi-structured interviews with 20 undergraduate medical students across four sites and five year groups. Several key themes emerged from the analysis. Students generally preferred live lectures at the home site and saw interaction between sites as a major challenge. Students reported that their attendance at live lectures was not affected by the availability of streamed lectures and tended to be influenced more by the topic and speaker than the technical arrangements. These findings will inform other educators interested in employing similar video technologies in their teaching.Keywords: video-linked lecture; video-streaming; student perceptions; decisionmaking; cross-campus teaching.

Violent video games and attitudes towards victims of crime: an empirical study among youth

OpenAIRE

McLean, L; Griffiths, MD

2013-01-01

Previous research has indicated that playing violent video games may be associated with an increase in acceptance of violence and positive attitudes towards perpetrators of crime. This study is the first to investigate the relationship between playing violent video games and attitudes towards victims of crime. A total of 206 young people (aged 12-24 years) completed measures of attitudes towards victims and violent video game exposure. The results suggest that exposure to violent video games ...

VideoSET: Video Summary Evaluation through Text

OpenAIRE

Yeung, Serena; Fathi, Alireza; Fei-Fei, Li

2014-01-01

In this paper we present VideoSET, a method for Video Summary Evaluation through Text that can evaluate how well a video summary is able to retain the semantic information contained in its original video. We observe that semantics is most easily expressed in words, and develop a text-based approach for the evaluation. Given a video summary, a text representation of the video summary is first generated, and an NLP-based metric is then used to measure its semantic distance to ground-truth text ...

Video-assisted Thoracoscope versus Video-assisted Mini-thoracotomy for Non-small Cell Lung Cancer: A Meta-analysis

Directory of Open Access Journals (Sweden)

Bing WANG

2017-05-01

Full Text Available Background and objective The aim of this study is to assess the effect of video-assisted thoracoscopic surgery (VATS and video-assisted mini-thoracotomy (VAMT in the treatment of non-small cell lung cancer (NSCLC. Methods We searched PubMed, EMbase, CNKI, VIP and ISI Web of Science to collect randomized controlled trials (RCTs of VATS versus VAMT for NSCLC. Each database was searched from May 2006 to May 2016. Two reviewers independently assessed the quality of the included studies and extracted relevant data, using RevMan 5.3 meta-analysis software. Results We finally identified 13 RCTs involving 1,605 patients. There were 815 patients in the VATS group and 790 patients in the VAMT group. The results of meta-analysis were as follows: statistically significant difference was found in the harvested lymph nodes (SMD=-0.48, 95%CI: -0.80--0.17, operating time (SMD=13.56, 95%CI: 4.96-22.16, operation bleeding volume (SMD=-33.68, 95%CI: -45.70--21.66, chest tube placement time (SMD=-1.05, 95%CI: -1.48--0.62, chest tube drainage flow (SMD=-83.69, 95%CI: -143.33--24.05, postoperative pain scores (SMD=-1.68, 95%CI: -1.98--1.38 and postoperative hospital stay (SMD=-2.27, 95%CI: -3.23--1.31. No statistically significant difference was found in postoperative complications (SMD=0.83, 95%CI: 0.54-1.29 and postoperative mortality (SMD=0.95, 95%CI: 0.55-1.63 between videoassisted thoracoscopic surgery lobectomy and video-assisted mini-thoracotomy lobectomy in the treatment of NSCLC. Conclusion Compared with video-assisted mini-thoracotomy lobectomy in the treatment of non-small cell lung cancer, the amount of postoperative complications and postoperative mortality were almost the same in video-assisted thoracoscopic lobectomy, but the amount of harvested lymph nodes, operating time, blood loss, chest tube drainage flow, and postoperative hospital stay were different. VATS is safe and effective in the treatment of NSCLC.

Case Study: A Picture Worth a Thousand Words? Making a Case for Video Case Studies

Science.gov (United States)

Pai, Aditi

2014-01-01

A picture, they say, is worth a thousand words. If a mere picture is worth a thousand words, how much more are "moving pictures" or videos worth? The author poses this not merely as a rhetorical question, but because she wishes to make a case for using videos in the traditional case study method. She recommends four main approaches of…

Design Principles for Serious Video Games in Mathematics Education: From Theory to Practice

OpenAIRE

Konstantinos Chorianopoulos; Michail Giannakos

2014-01-01

There is growing interest in the employment of serious video games in science education, but there are no clear design principles. After surveying previous work in serious video game design, we highlighted the following design principles: 1) engage the students with narrative (hero, story), 2) employ familiar gameplay mechanics from popular video games, 3) engage students into constructive trial and error game-play and 4) situate collaborative learning. As illustrated examples we designed two...

Video medical interpretation over 3G cellular networks: a feasibility study.

Science.gov (United States)

Locatis, Craig; Williamson, Deborah; Sterrett, James; Detzler, Isabel; Ackerman, Michael

2011-12-01

To test the feasibility of using cell phone technology to provide video medical interpretation services at a distance. Alternative cell phone services were researched and videoconferencing technologies were tried out to identify video products and telecommunication services needed to meet video medical interpretation requirements. The video and telecommunication technologies were tried out in a pharmacy setting and compared with use of the telephone. Outcomes were similar to findings in previous research involving video medical interpretation with higher bandwidth and video quality. Patients appreciated the interpretation service no matter how it is provided, while health providers and interpreters preferred video. It is possible to provide video medical interpretation services via cellular communication using lower bandwidth videoconferencing technology that provides sufficient quality, at least in pharmacy settings. However, a number of issues need to be addressed to ensure quality of service.

Case Study: Student-Produced Videos for the Flipped Classroom

Science.gov (United States)

Prud'homme-Genereux, Annie

2016-01-01

This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. This month's issue describes a way of building a library of student-produced videos to use in the flipped classroom.

Study of Temporal Effects on Subjective Video Quality of Experience.

Science.gov (United States)

Bampis, Christos George; Zhi Li; Moorthy, Anush Krishna; Katsavounidis, Ioannis; Aaron, Anne; Bovik, Alan Conrad

2017-11-01

HTTP adaptive streaming is being increasingly deployed by network content providers, such as Netflix and YouTube. By dividing video content into data chunks encoded at different bitrates, a client is able to request the appropriate bitrate for the segment to be played next based on the estimated network conditions. However, this can introduce a number of impairments, including compression artifacts and rebuffering events, which can severely impact an end-user's quality of experience (QoE). We have recently created a new video quality database, which simulates a typical video streaming application, using long video sequences and interesting Netflix content. Going beyond previous efforts, the new database contains highly diverse and contemporary content, and it includes the subjective opinions of a sizable number of human subjects regarding the effects on QoE of both rebuffering and compression distortions. We observed that rebuffering is always obvious and unpleasant to subjects, while bitrate changes may be less obvious due to content-related dependencies. Transient bitrate drops were preferable over rebuffering only on low complexity video content, while consistently low bitrates were poorly tolerated. We evaluated different objective video quality assessment algorithms on our database and found that objective video quality models are unreliable for QoE prediction on videos suffering from both rebuffering events and bitrate changes. This implies the need for more general QoE models that take into account objective quality models, rebuffering-aware information, and memory. The publicly available video content as well as metadata for all of the videos in the new database can be found at http://live.ece.utexas.edu/research/LIVE_NFLXStudy/nflx_index.html.

Glyph-Based Video Visualization for Semen Analysis

KAUST Repository

Duffy, Brian

2015-08-01

© 2013 IEEE. The existing efforts in computer assisted semen analysis have been focused on high speed imaging and automated image analysis of sperm motility. This results in a large amount of data, and it is extremely challenging for both clinical scientists and researchers to interpret, compare and correlate the multidimensional and time-varying measurements captured from video data. In this work, we use glyphs to encode a collection of numerical measurements taken at a regular interval and to summarize spatio-temporal motion characteristics using static visual representations. The design of the glyphs addresses the needs for (a) encoding some 20 variables using separable visual channels, (b) supporting scientific observation of the interrelationships between different measurements and comparison between different sperm cells and their flagella, and (c) facilitating the learning of the encoding scheme by making use of appropriate visual abstractions and metaphors. As a case study, we focus this work on video visualization for computer-aided semen analysis, which has a broad impact on both biological sciences and medical healthcare. We demonstrate that glyph-based visualization can serve as a means of external memorization of video data as well as an overview of a large set of spatiotemporal measurements. It enables domain scientists to make scientific observation in a cost-effective manner by reducing the burden of viewing videos repeatedly, while providing them with a new visual representation for conveying semen statistics.

Pathological video-game use among youth ages 8 to 18: a national study.

Science.gov (United States)

Gentile, Douglas

2009-05-01

Researchers have studied whether some youth are "addicted" to video games, but previous studies have been based on regional convenience samples. Using a national sample, this study gathered information about video-gaming habits and parental involvement in gaming, to determine the percentage of youth who meet clinical-style criteria for pathological gaming. A Harris poll surveyed a randomly selected sample of 1,178 American youth ages 8 to 18. About 8% of video-game players in this sample exhibited pathological patterns of play. Several indicators documented convergent and divergent validity of the results: Pathological gamers spent twice as much time playing as nonpathological gamers and received poorer grades in school; pathological gaming also showed comorbidity with attention problems. Pathological status significantly predicted poorer school performance even after controlling for sex, age, and weekly amount of video-game play. These results confirm that pathological gaming can be measured reliably, that the construct demonstrates validity, and that it is not simply isomorphic with a high amount of play.

The student with a thousand faces: from the ethics in video games to becoming a citizen

Science.gov (United States)

Muñoz, Yupanqui J.; El-Hani, Charbel N.

2012-12-01

Video games, as technological and cultural artifacts of considerable influence in the contemporary society, play an important role in the construction of identities, just as other artifacts (e.g., books, newspapers, television) played for a long time. In this paper, we discuss this role by considering video games under two concepts, othering and technopoly, and focus on how these concepts demand that we deepen our understanding of the ethics of video games. We address here how the construction of identities within video games involves othering process, that is, processes through which, when signifying and identifying `Ourselves', we create and marginalize `Others'. Moreover, we discuss how video games can play an important role in the legitimation of the technopoly, understood as a totalitarian regime related to science, technology and their place in our societies. Under these two concepts, understanding the ethics of video games goes beyond the controversy about their violence. The main focus of discussion should lie in how the ethics of video games is related to their part in the formation of the players' citizenship. Examining several examples of electronic games, we consider how video games provide a rich experience in which the player has the opportunity to develop a practical wisdom ( phronesis), which can lead her to be a virtuous being. However, they can be also harmful to the moral experiences of the subjects when they show unethical contents related to othering processes that are not so clearly and openly condemned as violence, as in the cases of sexism, racism or xenophobia. Rather than leading us to conclude that video games needed to be banned or censored, this argument makes us highlight their role in the (science) education of critical, socially responsible, ethical, and politically active citizens, precisely because they encompass othering processes and science, technology, and society relationships.

Video Games for Diabetes Self-Management: Examples and Design Strategies

Science.gov (United States)

Lieberman, Debra A.

2012-01-01

The July 2012 issue of the Journal of Diabetes Science and Technology includes a special symposium called “Serious Games for Diabetes, Obesity, and Healthy Lifestyle.” As part of the symposium, this article focuses on health behavior change video games that are designed to improve and support players’ diabetes self-management. Other symposium articles include one that recommends theory-based approaches to the design of health games and identifies areas in which additional research is needed, followed by five research articles presenting studies of the design and effectiveness of games and game technologies that require physical activity in order to play. This article briefly describes 14 diabetes self-management video games, and, when available, cites research findings on their effectiveness. The games were found by searching the Health Games Research online searchable database, three bibliographic databases (ACM Digital Library, PubMed, and Social Sciences Databases of CSA Illumina), and the Google search engine, using the search terms “diabetes” and “game.” Games were selected if they addressed diabetes self-management skills. PMID:22920805

Video games for diabetes self-management: examples and design strategies.

Science.gov (United States)

Lieberman, Debra A

2012-07-01

The July 2012 issue of the Journal of Diabetes Science and Technology includes a special symposium called "Serious Games for Diabetes, Obesity, and Healthy Lifestyle." As part of the symposium, this article focuses on health behavior change video games that are designed to improve and support players' diabetes self-management. Other symposium articles include one that recommends theory-based approaches to the design of health games and identifies areas in which additional research is needed, followed by five research articles presenting studies of the design and effectiveness of games and game technologies that require physical activity in order to play. This article briefly describes 14 diabetes self-management video games, and, when available, cites research findings on their effectiveness. The games were found by searching the Health Games Research online searchable database, three bibliographic databases (ACM Digital Library, PubMed, and Social Sciences Databases of CSA Illumina), and the Google search engine, using the search terms "diabetes" and "game." Games were selected if they addressed diabetes self-management skills. © 2012 Diabetes Technology Society.

Do Older Adults Hate Video Games until they Play them? A Proof-of-Concept Study

DEFF Research Database (Denmark)

Ferguson, Chris; Nielsen, Rune Kristian Lundedal; Maguire, Ryan

2016-01-01

The issue of negative video game influences on youth remains contentious in public debate, the scholarly community and among policy makers. Recent research has indicated that negative attitudes toward video games are, in part, generational in nature with older adults more inclined to endorse...... negative beliefs about video games. The current mixed design study examined the impact of exposure to games on beliefs about video games in a small (n = 34) sample of older adults. Results indicated that older adults were more concerned about video games as an abstract concept but when exposed...

Study of the Subjective Visibility of Packet Loss Artifacts in Decoded Video Sequences

DEFF Research Database (Denmark)

Korhonen, Jari

2018-01-01

Packet loss is a significant cause of visual impairments in video broadcasting over packet-switched networks. There are several subjective and objective video quality assessment methods focused on the overall perception of video quality. However, less attention has been paid on the visibility...... of packet loss artifacts appearing in spatially and temporally limited regions of a video sequence. In this paper, we present the results of a subjective study, using a methodology where a video sequence is displayed on a touchscreen and the users tap it in the positions where they observe artifacts. We...... also analyze the objective features derived from those artifacts, and propose different models for combining those features into an objective metric for assessing the noticeability of the artifacts. The practical results show that the proposed metric predicts visibility of packet loss impairments...

Neural Basis of Enhanced Executive Function in Older Video Game Players: An fMRI Study.

Science.gov (United States)

Wang, Ping; Zhu, Xing-Ting; Qi, Zhigang; Huang, Silin; Li, Hui-Jie

2017-01-01

Video games have been found to have positive influences on executive function in older adults; however, the underlying neural basis of the benefits from video games has been unclear. Adopting a task-based functional magnetic resonance imaging (fMRI) study targeted at the flanker task, the present study aims to explore the neural basis of the improved executive function in older adults with video game experiences. Twenty video game players (VGPs) and twenty non-video game players (NVGPs) of 60 years of age or older participated in the present study, and there are no significant differences in age ( t = 0.62, p = 0.536), gender ratio ( t = 1.29, p = 0.206) and years of education ( t = 1.92, p = 0.062) between VGPs and NVGPs. The results show that older VGPs present significantly better behavioral performance than NVGPs. Older VGPs activate greater than NVGPs in brain regions, mainly in frontal-parietal areas, including the right dorsolateral prefrontal cortex, the left supramarginal gyrus, the right angular gyrus, the right precuneus and the left paracentral lobule. The present study reveals that video game experiences may have positive influences on older adults in behavioral performance and the underlying brain activation. These results imply the potential role that video games can play as an effective tool to improve cognitive ability in older adults.

Neural Basis of Enhanced Executive Function in Older Video Game Players: An fMRI Study

Directory of Open Access Journals (Sweden)

Ping Wang

2017-11-01

Full Text Available Video games have been found to have positive influences on executive function in older adults; however, the underlying neural basis of the benefits from video games has been unclear. Adopting a task-based functional magnetic resonance imaging (fMRI study targeted at the flanker task, the present study aims to explore the neural basis of the improved executive function in older adults with video game experiences. Twenty video game players (VGPs and twenty non-video game players (NVGPs of 60 years of age or older participated in the present study, and there are no significant differences in age (t = 0.62, p = 0.536, gender ratio (t = 1.29, p = 0.206 and years of education (t = 1.92, p = 0.062 between VGPs and NVGPs. The results show that older VGPs present significantly better behavioral performance than NVGPs. Older VGPs activate greater than NVGPs in brain regions, mainly in frontal-parietal areas, including the right dorsolateral prefrontal cortex, the left supramarginal gyrus, the right angular gyrus, the right precuneus and the left paracentral lobule. The present study reveals that video game experiences may have positive influences on older adults in behavioral performance and the underlying brain activation. These results imply the potential role that video games can play as an effective tool to improve cognitive ability in older adults.

Reflections on academic video

Directory of Open Access Journals (Sweden)

Thommy Eriksson

2012-11-01

Full Text Available As academics we study, research and teach audiovisual media, yet rarely disseminate and mediate through it. Today, developments in production technologies have enabled academic researchers to create videos and mediate audiovisually. In academia it is taken for granted that everyone can write a text. Is it now time to assume that everyone can make a video essay? Using the online journal of academic videos Audiovisual Thinking and the videos published in it as a case study, this article seeks to reflect on the emergence and legacy of academic audiovisual dissemination. Anchoring academic video and audiovisual dissemination of knowledge in two critical traditions, documentary theory and semiotics, we will argue that academic video is in fact already present in a variety of academic disciplines, and that academic audiovisual essays are bringing trends and developments that have long been part of academic discourse to their logical conclusion.

JPRS Report, Science & Technology, Central Eurasia: Life Sciences.

Science.gov (United States)

1992-05-27

would be the same thing as showing porno raise our entire public health giant to its feet-this aid will films in school rather than providing sex...The participants viewed videos about future science foreign technologies to our health care sector on a broader projects whose realization is now...must not be so irresponsible as to miss an excellent One of the videos told of the tragic history of the domestic opportunity to attract leading

Editorial Commentary: A Model for Shoulder Rotator Cuff Repair and for Basic Science Investigations.

Science.gov (United States)

Brand, Jefferson C

2018-04-01

"Breaking the fourth wall" is a theater convention where the narrator or character speaks directly to the audience. As an Assistant Editor-in-Chief, as I comment on a recent basic science study investigating rotator cuff repair, I break the fourth wall and articulate areas of basic science research excellence that align with the vision that we hold for our journal. Inclusion of a powerful video strengthens the submission. We prefer to publish clinical videos in our companion journal, Arthroscopy Techniques, and encourage basic science video submissions to Arthroscopy. Basic science research requires step-by-tedious-step analogous to climbing a mountain. Establishment of a murine rotator cuff repair model was rigorous and research intensive, biomechanically, radiographically, histologically, and genetically documented, a huge step toward the bone-to-tendon healing research summit. This research results in a model for both rotator cuff repair and the pinnacle of quality, basic science research. Copyright © 2018 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

An interactional ethnographic study of the construction of literate practices of science and writing in a university science classroom

Science.gov (United States)

Sena, Nuno Afonso De Freitas Lopes De

An interactional ethnographic study informed by a sociocultural perspective was conducted to examine how a professor and students discursively and interactionally shaped the basis for engaging in the work of a community of geologists. Specifically, the study examined the role the Question of the Day, an interactive writing activity in the lecture, in affording students opportunities for learning the literate practices of science and how to incorporate them in thinking critically. A writing-intensive, introductory oceanography course given in the Geological Sciences Department was chosen because the professor designed it to emphasize writing in the discipline and science literacy within a science inquiry framework. The study was conducted in two phases: a pilot in 2002 and the current study in the Spring Quarter of 2003. Grounded in the view that members in a classroom construct a culture, this study explored the daily construction of the literate practices of science and writing. This view of classrooms was informed by four bodies of research: interactional ethnography, sociolinguistics sociology of science and Writing In the Disciplines. Through participant observation, data were collected in the lecture and laboratory settings in the form of field notes, video, interviews, and artifacts to explore issues of science literacy in discourse, social action, and writing. Examination of participation in the Question of the Day interactive writing activity revealed that it played a key role in initiating and supporting a view of science and inquiry. As the activity permitted collaboration, it encouraged students to engage in the social process to critically explore a discourse of science and key practices with and through their writing. In daily interaction, participants were shown to take up social positions as scientist and engage in science inquiry to explore theory, examine data, and articulately reformulate knowledge in making oral and written scientific arguments

PhD students at Science & Technology exploring student learning in a collaborative video-circle

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund; Hougaard, Rikke F.

examined using video, audio and questionnaires. The TAs reported a high level of outcomes and referred to the importance of the video as evidence supporting the discussions. The importance of the collaboration between peers and staff (educational developers) was emphasized: highlighting the benefit...

Effects of Action Video Game on Attention Distribution: A Cognitive Study

Science.gov (United States)

Zhang, Xuemin; Yan, Bin; Shu, Hua

Based on the previous researches, Flanker compatibility effect paradigm was applied to explore the degree where people process the visual information presented on to-be-ignored locations. In present study, this paradigm was used to investigate attention distribution of Video Game Players (VGPs) and Non Video Game Players (NVGPs). The results suggested, under low perceptual load, VGPs tried to focus their attention on the task at-hand whereas the NVGPs tried to explore the adjacent locations with the left-over resources from the research task; however, under high perceptual load, the players would process the visual information at the adjacent locations of the target with the left-over resources, because they had comparatively greater attention capability, whereas the non-players focused their attention on the target locations to finish the search task. To conclude, the present study suggested that action video game play could not only enhance the attention capacity but also cause a different way of attention distribution in different perceptual load situations.

Fixed-point data-collection method of video signal

International Nuclear Information System (INIS)

Tang Yu; Yin Zejie; Qian Weiming; Wu Xiaoyi

1997-01-01

The author describes a Fixed-point data-collection method of video signal. The method provides an idea of fixed-point data-collection, and has been successfully applied in the research of real-time radiography on dose field, a project supported by National Science Fund

Do Older Adults Hate Video Games until they Play them? A Proof-of-Concept Study

OpenAIRE

Ferguson, Chris; Nielsen, Rune Kristian Lundedal; Maguire, Ryan

2016-01-01

The issue of negative video game influences on youth remains contentious in public debate, the scholarly community and among policy makers. Recent research has indicated that negative attitudes toward video games are, in part, generational in nature with older adults more inclined to endorse negative beliefs about video games. The current mixed design study examined the impact of exposure to games on beliefs about video games in a small (n = 34) sample of older adults. Results indicated that ...

The Effectiveness of Streaming Video on Medical Student Learning: A Case Study

OpenAIRE

Bridge, Patrick D.; Jackson, Matt; Robinson, Leah

2009-01-01

Information technology helps meet today’s medical students’ needs by providing multiple curriculum delivery methods. Video streaming is an e-learning technology that uses the Internet to deliver curriculum while giving the student control of the content’s delivery. There have been few studies conducted on the effectiveness of streaming video in medical schools. A 5-year retrospective study was conducted using three groups of students (n_1736) to determine if the availability of streaming vide...

Conceptual model for the design of a serious video game promoting self-management among youth with type 1 diabetes

Science.gov (United States)

Video games are a popular form of entertainment. Serious video games for health attempt to use entertainment to promote health behavior change. When designed within a framework informed by behavioral science and supported by commercial game-design principles, serious video games for health have the ...

Video Gaming Disorder and Sport and Exercise in Emerging Adulthood: A Longitudinal Study.

Science.gov (United States)

Henchoz, Yves; Studer, Joseph; Deline, Stéphane; N'Goran, Alexandra A; Baggio, Stéphanie; Gmel, Gerhard

2016-01-01

Among the negative consequences of video gaming disorder, decreased participation in sport and exercise has received little attention. This study aimed to assess the longitudinal association between video gaming disorder and the level of sport and exercise in emerging adult men. A questionnaire was completed at baseline and 15-month follow-up by a representative national sample of 4,933 respondents. The seven items of the Game Addiction Scale were used to construct a latent variable representing video gaming disorder. Level of sport and exercise was also self-reported. Cross-lagged path modeling indicated a reciprocal causality between video gaming disorder and the level of sport and exercise, even after adjusting for a large set of confounders. These findings support the need for better promotion of sport and exercise among emerging adults in order to contribute to the prevention of video gaming disorder, and to raise the level of sport and exercise activity in addicted gamers.

Statistical Analysis of Video Frame Size Distribution Originating from Scalable Video Codec (SVC

Directory of Open Access Journals (Sweden)

Sima Ahmadpour

2017-01-01

Full Text Available Designing an effective and high performance network requires an accurate characterization and modeling of network traffic. The modeling of video frame sizes is normally applied in simulation studies and mathematical analysis and generating streams for testing and compliance purposes. Besides, video traffic assumed as a major source of multimedia traffic in future heterogeneous network. Therefore, the statistical distribution of video data can be used as the inputs for performance modeling of networks. The finding of this paper comprises the theoretical definition of distribution which seems to be relevant to the video trace in terms of its statistical properties and finds the best distribution using both the graphical method and the hypothesis test. The data set used in this article consists of layered video traces generating from Scalable Video Codec (SVC video compression technique of three different movies.

Evaluating the Use of Problem-Based Video Podcasts to Teach Mathematics in Higher Education

Science.gov (United States)

Kay, Robin; Kletskin, Ilona

2012-01-01

Problem-based video podcasts provide short, web-based, audio-visual explanations of how to solve specific procedural problems in subject areas such as mathematics or science. A series of 59 problem-based video podcasts covering five key areas (operations with functions, solving equations, linear functions, exponential and logarithmic functions,…

Conference Report: Cultures of Video Game Concerns in a Comparative View: Report of a Two-Day Workshop

Directory of Open Access Journals (Sweden)

Estrid Sørensen

2016-03-01

Full Text Available The same video games are played by young people all over the world. All over the world these games become matters of concern. Young people's involvement with video games is of concern to families, industry, science, and regulatory bodies. However, different dynamics play out in each country within and across these practices. Each practice and country finds different cultural, social, material and institutional ways of dealing with video games. The international workshop "Cultures of Video Game Concerns in International Comparison" sought to situate the concerns about video games and investigated the methods through which they play out in different contexts. The focus was on Denmark and Germany, but other international scholars also participated to add international perspectives. In addition to national comparisons the workshop compared video game concerns in the game industry, among youth and parents, in science, and in legal and regulatory contexts. The methodological focus on concerns proved highly productive for disrupting the usual stale discussions about the veracity of research on the effects of video games, and for understanding video game concerns as integral parts of the methods applied by scientists and non-scientists alike in their everyday attempt to meet the situated challenges that arise when dealing with video games. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1602179

Developing model-making and model-breaking skills using direct measurement video-based activities

Science.gov (United States)

Vonk, Matthew; Bohacek, Peter; Militello, Cheryl; Iverson, Ellen

2017-12-01

This study focuses on student development of two important laboratory skills in the context of introductory college-level physics. The first skill, which we call model making, is the ability to analyze a phenomenon in a way that produces a quantitative multimodal model. The second skill, which we call model breaking, is the ability to critically evaluate if the behavior of a system is consistent with a given model. This study involved 116 introductory physics students in four different sections, each taught by a different instructor. All of the students within a given class section participated in the same instruction (including labs) with the exception of five activities performed throughout the semester. For those five activities, each class section was split into two groups; one group was scaffolded to focus on model-making skills and the other was scaffolded to focus on model-breaking skills. Both conditions involved direct measurement videos. In some cases, students could vary important experimental parameters within the video like mass, frequency, and tension. Data collected at the end of the semester indicate that students in the model-making treatment group significantly outperformed the other group on the model-making skill despite the fact that both groups shared a common physical lab experience. Likewise, the model-breaking treatment group significantly outperformed the other group on the model-breaking skill. This is important because it shows that direct measurement video-based instruction can help students acquire science-process skills, which are critical for scientists, and which are a key part of current science education approaches such as the Next Generation Science Standards and the Advanced Placement Physics 1 course.

Content-based video retrieval by example video clip

Science.gov (United States)

Dimitrova, Nevenka; Abdel-Mottaleb, Mohamed

1997-01-01

This paper presents a novel approach for video retrieval from a large archive of MPEG or Motion JPEG compressed video clips. We introduce a retrieval algorithm that takes a video clip as a query and searches the database for clips with similar contents. Video clips are characterized by a sequence of representative frame signatures, which are constructed from DC coefficients and motion information (`DC+M' signatures). The similarity between two video clips is determined by using their respective signatures. This method facilitates retrieval of clips for the purpose of video editing, broadcast news retrieval, or copyright violation detection.

Is Pluto a planet? Student powered video rap ';battle' over tiny Pluto's embattled planetary standing

Science.gov (United States)

Beisser, K.; Cruikshank, D. P.; McFadden, T.

2013-12-01

Is Pluto a planet? Some creative low income Bay-area middle-schoolers put a musical spin on this hot science debate with a video rap ';battle' over tiny Pluto's embattled planetary standing. The students' timing was perfect, with NASA's New Horizons mission set to conduct the first reconnaissance of Pluto and its moons in July 2015. Pluto - the last of the nine original planets to be explored by spacecraft - has been the subject of scientific study and speculation since Clyde Tombaugh discovered it in 1930, orbiting the Sun far beyond Neptune. Produced by the students and a very creative educator, the video features students 'battling' back and forth over the idea of Pluto being a planet. The group collaborated with actual space scientists to gather information and shot their video before a 'green screen' that was eventually filled with animations and visuals supplied by the New Horizons mission team. The video debuted at the Pluto Science Conference in Maryland in July 2013 - to a rousing response from researchers in attendance. The video marks a nontraditional approach to the ongoing 'great planet debate' while educating viewers on a recently discovered region of the solar system. By the 1990s, researchers had learned that Pluto possessed multiple exotic ices on its surface, a complex atmosphere and seasonal cycles, and a large moon (Charon) that likely resulted from a giant impact on Pluto itself. It also became clear that Pluto was no misfit among the planets - as had long been thought - but the largest and brightest body in a newly discovered 'third zone' of our planetary system called the Kuiper Belt. More recent observations have revealed that Pluto has a rich system of satellites - five known moons - and a surface that changes over time. Scientists even speculate that Pluto may possess an internal ocean. For these and other reasons, the 2003 Planetary Decadal Survey ranked a Pluto/Kuiper Belt mission as the highest priority mission for NASA's newly created

Video Cases in Teacher Education: A review study on intended and achieved learning objectives by video cases

NARCIS (Netherlands)

Geerts, Walter; Van der Werff, Anne; Hummel, Hans; Van Geert, Paul

2014-01-01

This literature review focuses on the use of video cases in the education of preservice teachers as a means of achieving higher order learning objectives that are necessary for gaining situated knowledge. An overview of both intended and achieved learning objectives in relevant studies involving

Video diaries on social media: Creating online communities for geoscience research and education

Science.gov (United States)

Tong, V.

2013-12-01

Making video clips is an engaging way to learn and teach geoscience. As smartphones become increasingly common, it is relatively straightforward for students to produce ';video diaries' by recording their research and learning experience over the course of a science module. Instead of keeping the video diaries for themselves, students may use the social media such as Facebook for sharing their experience and thoughts. There are some potential benefits to link video diaries and social media in pedagogical contexts. For example, online comments on video clips offer useful feedback and learning materials to the students. Students also have the opportunity to engage in geoscience outreach by producing authentic scientific contents at the same time. A video diary project was conducted to test the pedagogical potential of using video diaries on social media in the context of geoscience outreach, undergraduate research and teaching. This project formed part of a problem-based learning module in field geophysics at an archaeological site in the UK. The project involved i) the students posting video clips about their research and problem-based learning in the field on a daily basis; and ii) the lecturer building an online outreach community with partner institutions. In this contribution, I will discuss the implementation of the project and critically evaluate the pedagogical potential of video diaries on social media. My discussion will focus on the following: 1) Effectiveness of video diaries on social media; 2) Student-centered approach of producing geoscience video diaries as part of their research and problem-based learning; 3) Learning, teaching and assessment based on video clips and related commentaries posted on Facebook; and 4) Challenges in creating and promoting online communities for geoscience outreach through the use of video diaries. I will compare the outcomes from this study with those from other pedagogical projects with video clips on geoscience, and

AGU Cinema: Festival of short science films at Fall Meeting

Science.gov (United States)

Harned, Douglas A.

2012-11-01

New technologies have revolutionized the use of video as a means of science communication and have made it easier to create, distribute, and view. With video having become omnipresent in our culture, it sometime supplements or even replaces writing in many science and education applications. An inaugural science film festival sponsored by AGU at the 2012 Fall Meeting in San Francisco, Calif., in December will showcase short videos—30 minutes or less in length—developed to disseminate scientific results to various audiences and to enhance learning in the classroom. AGU Cinema will feature professionally produced, big budget films alongside low-budget videos aimed at niche audiences and made by amateurs. The latter category includes videos made by governmental agency scientists, educators, communications specialists within scientific organizations, and Fall Meeting oral and poster presenters.

Instructional Management Strategy: A Multi-Sites Study on Science Teaching for Islamic School

Directory of Open Access Journals (Sweden)

Abdul Ghofur

2017-12-01

Full Text Available This paper describes how management strategies in science learning are done by teachers in Islamic schools. This is motivated by the ranking of Indonesia which 87 percent of the population of Muslims always occupy the lowest position for the ability of science literacy. This research was conducted for four months using descriptive qualitative design with data collection technique of interview, observation and documentation. The subjects of the study were six Islamic schools in Lamongan, East Java. The six Islamic schools were chosen by purposive sampling. The results showed that the learning activities of science more dominated by teachers, students heard more explanation than the practice in verifying the process of science. The majority of teachers use lecture, question and answer methods, and assignments, and occasionally apply discussion and demonstration methods. Science laboratories in schools have not been maximally used, some have limited tools and materials, some of which lack laboratory space and even two schools without a science laboratory. Assessment of student learning progress done through pretest, posttest, daily test, question and answer during lessons, UTS and UAS. Teacher's strategy in managing student learning motivation by using animated video as apperception, integrating science materials with Islamic religious values.

What Can a Teacher Do to Support Students' Interest in Science? A Study of the Constitution of Taste in a Science Classroom

Science.gov (United States)

Anderhag, Per; Hamza, Karim Mikael; Wickman, Per-Olof

2015-10-01

In this study, we examined how a teacher may make a difference to the way interest develops in a science classroom, especially for students from disadvantaged socioeconomic backgrounds. We adopted a methodology based on the concept of taste for science drawing on the work of John Dewey and Pierre Bourdieu. We investigated through transcripts from video recordings how such a taste is socially constituted in a 9th grade (ages 15-16) science classroom, where there was evidence that the teacher was making a positive difference to students' post-compulsory school choice with regard to science. Salient findings regarding how this teacher supported students' interest are summarized. For example, the teacher consistently followed up how the students acknowledged and enjoyed purposes, norms, and values of the science practice and so ensuing that they could participate successfully. During these instances, feelings and personal contributions of the students were also acknowledged and made continuous with the scientific practice. The results were compared with earlier research, implications are discussed, and some suggestions are given about how these can be used by teachers in order to support student interest.

Video game addiction and college performance among males: results from a 1 year longitudinal study.

Science.gov (United States)

Schmitt, Zachary L; Livingston, Michael G

2015-01-01

This study explored the pattern of video game usage and video game addiction among male college students and examined how video game addiction was related to expectations of college engagement, college grade point average (GPA), and on-campus drug and alcohol violations. Participants were 477 male, first year students at a liberal arts college. In the week before the start of classes, participants were given two surveys: one of expected college engagement, and the second of video game usage, including a measure of video game addiction. Results suggested that video game addiction is (a) negatively correlated with expected college engagement, (b) negatively correlated with college GPA, even when controlling for high school GPA, and (c) negatively correlated with drug and alcohol violations that occurred during the first year in college. Results are discussed in terms of implications for male students' engagement and success in college, and in terms of the construct validity of video game addiction.

A Hands-on Guide to Video Podcasting

Science.gov (United States)

Christensen, L. L.; Hurt, R.

2008-02-01

Video podcasting, or vodcasting, is the latest evolution of the podcast revolution. The market for on demand multimedia content spans the gamut, ranging from portable media players to computers, and increasingly to televisions through home media centres. This new mode of accessing content is rapidly growing in popularity, particularly among younger audiences. Vodcasting allows a direct link between consumer and content producer, bypassing traditional media networks, making it ideal for EPO efforts. Even modest budgets can yield compelling astronomy vodcasts that will appeal to a large audience. Gateways like the iTunes Store and video community websites such as Veoh and YouTube have created new content markets where none existed before. This paper highlights the key steps for producing a vodcast and shows some statistics from two leading astronomy vodcasts. The reader will see how to make (or improve) a science video podcast and learn about some of the latest developments in this rapidly-evolving field.

Astronomy4Kids: A new, online, STEM-focused, video education outreach program

Science.gov (United States)

Pearson, Richard L.; Pearson, Sarah R.

2017-06-01

Recent research indicates significant benefits of early childhood introductions to language, mathematics, and general science concepts. Specifically, a child that is introduced to a concept at a young age is more prepared to receive it in its entirety later. Astronomy4Kids was created to bring science, technology, engineering, and math (STEM) concepts to the youngest learners (those under the age of eight, or those from pre-school to about second-grade). The videos are presented in a succinct, one-on-one manner, and provide a creative learning environment for the viewers. Following the preschool education video principles established by Fred Rogers, we hope to give young children access to an expert astronomer who can explain things simply and sincerely. We believe presenting the material in this manner will make it engaging for even the youngest scholar and available to any interested party. The videos can be freely accessed at www.astronomy4kids.net.

Immersive video

Science.gov (United States)

Moezzi, Saied; Katkere, Arun L.; Jain, Ramesh C.

1996-03-01

Interactive video and television viewers should have the power to control their viewing position. To make this a reality, we introduce the concept of Immersive Video, which employs computer vision and computer graphics technologies to provide remote users a sense of complete immersion when viewing an event. Immersive Video uses multiple videos of an event, captured from different perspectives, to generate a full 3D digital video of that event. That is accomplished by assimilating important information from each video stream into a comprehensive, dynamic, 3D model of the environment. Using this 3D digital video, interactive viewers can then move around the remote environment and observe the events taking place from any desired perspective. Our Immersive Video System currently provides interactive viewing and `walkthrus' of staged karate demonstrations, basketball games, dance performances, and typical campus scenes. In its full realization, Immersive Video will be a paradigm shift in visual communication which will revolutionize television and video media, and become an integral part of future telepresence and virtual reality systems.

Pilot study to test effectiveness of video game on reaching performance in stroke.

Science.gov (United States)

Acosta, Ana Maria; Dewald, Hendrik A; Dewald, Jules P A

2011-01-01

Robotic systems currently used in upper-limb rehabilitation following stroke rely on some form of visual feedback as part of the intervention program. We evaluated the effect of a video game environment (air hockey) on reaching in stroke with various levels of arm support. We used the Arm Coordination Training 3D system to provide variable arm support and to control the hockey stick. We instructed seven subjects to reach to one of three targets covering the workspace of the impaired arm during the reaching task and to reach as far as possible while playing the video game. The results from this study showed that across subjects, support levels, and targets, the reaching distances achieved with the reaching task were greater than those covered with the video game. This held even after further restricting the mapped workspace of the arm to the area most affected by the flexion synergy (effectively forcing subjects to fight the synergy to reach the hockey puck). The results from this study highlight the importance of designing video games that include specific reaching targets in the workspace compromised by the expression of the flexion synergy. Such video games would also adapt the target location online as a subject's success rate increases.

Moving People from Science Adjacent to Science Doers with Twitch.tv

Science.gov (United States)

Gay, Pamela L.; CosmoQuest

2017-10-01

The CosmoQuest community is testing the ability to attract people from playing online videogames to doing fully online citizen science by engaging people through the Twitch.tv streaming platform. Twitch.tv launched in 2011 as an online platform for video gamers to stream their gameplay while providing narrative. In its six years of regular growth, the platform has added support for people playing non-video games, and for those participating in non-game activities. As part of their expansion, in April 2017, Twitch.tv hosted a science week during which they streamed the Cosmos series and allowed different feeds provide real-time commentary. They also hosted panel discussions on a variety of science topics. CosmoQuest participated in this event and used it as a jumping off point for beginning to interact with Twitch.tv community members online. With CosmoQuest’s beta launch of Image Detectives, they expanded their use of this streaming platform to include regular “office hours”, during which team members did science with CosmoQuest’s online projects, took questions from community members, and otherwise promoted the CosmoQuest community. This presentation examines this case study, and looks at how well different kinds of Twitter engagements attracted audiences, the conversion rate from viewer to subscriber, and at how effectively CosmoQuest was able to migrate users from viewing citizen science on Twitch.tv to participating in citizen science on CosmoQuest.org.This project was supported through NASA cooperative agreement NNX17AD20A.

Programming Video Games and Simulations in Science Education: Exploring Computational Thinking through Code Analysis

Science.gov (United States)

Garneli, Varvara; Chorianopoulos, Konstantinos

2018-01-01

Various aspects of computational thinking (CT) could be supported by educational contexts such as simulations and video-games construction. In this field study, potential differences in student motivation and learning were empirically examined through students' code. For this purpose, we performed a teaching intervention that took place over five…

Video outside versus video inside the web: do media setting and image size have an impact on the emotion-evoking potential of video?

NARCIS (Netherlands)

Verleur, R.; Verhagen, Pleunes Willem; Crawford, Margaret; Simonson, Michael; Lamboy, Carmen

2001-01-01

To explore the educational potential of video-evoked affective responses in a Web-based environment, the question was raised whether video in a Web-based environment is experienced differently from video in a traditional context. An experiment was conducted that studied the affect-evoking power of

A Conceptual Characterization of Online Videos Explaining Natural Selection

Science.gov (United States)

Bohlin, Gustav; Göransson, Andreas; Höst, Gunnar E.; Tibell, Lena A. E.

2017-11-01

Educational videos on the Internet comprise a vast and highly diverse source of information. Online search engines facilitate access to numerous videos claiming to explain natural selection, but little is known about the degree to which the video content match key evolutionary content identified as important in evolution education research. In this study, we therefore analyzed the content of 60 videos accessed through the Internet, using a criteria catalog with 38 operationalized variables derived from research literature. The variables were sorted into four categories: (a) key concepts (e.g. limited resources and inherited variation), (b) threshold concepts (abstract concepts with a transforming and integrative function), (c) misconceptions (e.g. that evolution is driven by need), and (d) organismal context (e.g. animal or plant). The results indicate that some concepts are frequently communicated, and certain taxa are commonly used to illustrate concepts, while others are seldom included. In addition, evolutionary phenomena at small temporal and spatial scales, such as subcellular processes, are rarely covered. Rather, the focus is on population-level events over time scales spanning years or longer. This is consistent with an observed lack of explanations regarding how randomly occurring mutations provide the basis for variation (and thus natural selection). The findings imply, among other things, that some components of natural selection warrant far more attention in biology teaching and science education research.

Using Video Games to Support Pre-Service Elementary Teachers Learning of Basic Physics Principles

Science.gov (United States)

Anderson, Janice; Barnett, Michael

2011-08-01

The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic electromagnetism with pre-service elementary teachers. To this end we explored the impact of using a game called Supercharged! on pre-service teachers' understanding of electromagnetic concepts compared to students who conducted a more traditional inquiry oriented investigation of the same concepts. This study was a part of a larger design experiment examining the pedagogical potential of Supercharged! the control group learned through a series of guided inquiry methods while the experimental group played Supercharged! during the laboratory sections of the science course. There was significant difference F(2,134) = 4.8, p video games can lead to positive learning outcomes, as demonstrated by the increase in test scores from pre- to post-assessment. Additionally, this study also suggests that a complementary approach, in which video games and hands-on activities are integrated, with each activity informing the other, could be a very powerful technique for supporting student scientific understanding. Further, our findings suggest that video game designers should embed meta-cognitive activities such as reflective opportunities into educational video games to provide scaffolds for students and to reinforce that they are engaged in an educational learning experience.

Effects of video game playing on cerebral blood flow in young adults: a SPECT study.

Science.gov (United States)

Chou, Yuan-Hwa; Yang, Bang-Hung; Hsu, Ju-Wei; Wang, Shyh-Jen; Lin, Chun-Lung; Huang, Kai-Lin; Chien Chang, Alice; Lee, Shin-Min

2013-04-30

To study the impact of video game playing on the human brain, the effects of two video games playing on cerebral blood flow (CBF) in young adults were determined. Thirty healthy subjects comprising 18 males and 12 females who were familiar with video game playing were recruited. Each subject underwent three sessions of single photon emission computed tomography (SPECT) with a bolus injection of 20 mCi (99m)Tc ECD IV to measure their CBF. The first measurement was performed as baseline, the second and third measurements were performed after playing two different video games for 30 min, respectively. Statistic parametric mapping (SPM2) with Matlab 6.5 implemented on a personal computer was used for image analysis. CBF was significantly decreased in the prefrontal cortex and significantly increased in the temporal and occipital cortices after both video games playing. Furthermore, decreased CBF in the anterior cingulate cortex (ACC) which was significantly correlated with the number of killed characters was found after the violent game playing. The major finding of hypo-perfusion in prefrontal regions after video game playing is consistent with a previous study showing reduced or abnormal prefrontal cortex functions after video game playing. The second finding of decreased CBF in the ACC after playing the violent video game provides support for a previous hypothesis that the ACC might play a role in regulating violent behavior. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Video demystified

CERN Document Server

Jack, Keith

2004-01-01

This international bestseller and essential reference is the "bible" for digital video engineers and programmers worldwide. This is by far the most informative analog and digital video reference available, includes the hottest new trends and cutting-edge developments in the field. Video Demystified, Fourth Edition is a "one stop" reference guide for the various digital video technologies. The fourth edition is completely updated with all new chapters on MPEG-4, H.264, SDTV/HDTV, ATSC/DVB, and Streaming Video (Video over DSL, Ethernet, etc.), as well as discussions of the latest standards throughout. The accompanying CD-ROM is updated to include a unique set of video test files in the newest formats. *This essential reference is the "bible" for digital video engineers and programmers worldwide *Contains all new chapters on MPEG-4, H.264, SDTV/HDTV, ATSC/DVB, and Streaming Video *Completely revised with all the latest and most up-to-date industry standards.

Time-lapse video sysem used to study nesting gyrfalcons

Science.gov (United States)

Booms, Travis; Fuller, Mark R.

2003-01-01

We used solar-powered time-lapse video photography to document nesting Gyrfalcon (Falco rusticolus) food habits in central West Greenland from May to July in 2000 and 2001. We collected 2677.25 h of videotape from three nests, representing 94, 87, and 49% of the nestling period at each nest. The video recorded 921 deliveries of 832 prey items. We placed 95% of the items into prey categories. The image quality was good but did not reveal enough detail to identify most passerines to species. We found no evidence that Gyrfalcons were negatively affected by the video system after the initial camera set-up. The video system experienced some mechanical problems but proved reliable. The system likely can be used to effectively document the food habits and nesting behavior of other birds, especially those delivering large prey to a nest or other frequently used site.

Reviews Book: The Age of Wonder Equipment: Portoscope DVD: Around the World in 80 Images Book: Four Laws that Drive the Universe Book: Antimatter Equipment: Coffee Saver Starter Set Equipment: Graphite Levitation Kit Book: Critical Reading Video: Science Fiction-Science Fact Web Watch

Science.gov (United States)

2009-03-01

WE RECOMMEND The Age of Wonder This book tells the stories of inspiring 19th-century scientists Antimatter A fast read that gives an intriguing tour of the antimatter world Science Fiction-Science Fact A video from a set of resources about the facts in science fiction WORTH A LOOK Portoscope Lightweight ×30 microscope that is easy on the purse Four Laws that Drive the Universe In just 124 pages Peter Atkins explains thermodynamics Coffee Saver Starter Kit A tool that can demonstrate the effect of reduced air pressure Graphite Levitation Kit Compact set that demonstrates diamagnetic behaviour Critical Reading A study guide on how to read scientific papers HANDLE WITH CARE Around the World in 80 Images Navigate through images from Envistat, country by country WEB WATCH This month's issue features real-time simulation program Krucible 2.0, which enables learners to run virtual experiments

A study of time management: the correlation between video game usage and academic performance markers.

Science.gov (United States)

Anand, Vivek

2007-08-01

This study analyzes the correlation between video game usage and academic performance. Scholastic Aptitude Test (SAT) and grade-point average (GPA) scores were used to gauge academic performance. The amount of time a student spends playing video games has a negative correlation with students' GPA and SAT scores. As video game usage increases, GPA and SAT scores decrease. A chi-squared analysis found a p value for video game usage and GPA was greater than a 95% confidence level (0.005 video game usage also returned a p value that was significant (0.01 video games may have a detrimental effect on an individual's GPA and possibly on SAT scores. Although these results show statistical dependence, proving cause and effect remains difficult, since SAT scores represent a single test on a given day. The effects of video games maybe be cumulative; however, drawing a conclusion is difficult because SAT scores represent a measure of general knowledge. GPA versus video games is more reliable because both involve a continuous measurement of engaged activity and performance. The connection remains difficult because of the complex nature of student life and academic performance. Also, video game usage may simply be a function of specific personality types and characteristics.

Video pedagogy

OpenAIRE

Länsitie, Janne; Stevenson, Blair; Männistö, Riku; Karjalainen, Tommi; Karjalainen, Asko

2016-01-01

The short film is an introduction to the concept of video pedagogy. The five categories of video pedagogy further elaborate how videos can be used as a part of instruction and learning process. Most pedagogical videos represent more than one category. A video itself doesn’t necessarily define the category – the ways in which the video is used as a part of pedagogical script are more defining factors. What five categories did you find? Did you agree with the categories, or are more...

The American Psychological Association Task Force assessment of violent video games: Science in the service of public interest.

Science.gov (United States)

Calvert, Sandra L; Appelbaum, Mark; Dodge, Kenneth A; Graham, Sandra; Nagayama Hall, Gordon C; Hamby, Sherry; Fasig-Caldwell, Lauren G; Citkowicz, Martyna; Galloway, Daniel P; Hedges, Larry V

2017-01-01

A task force of experts was convened by the American Psychological Association (APA) to update the knowledge and policy about the impact of violent video game use on potential adverse outcomes. This APA Task Force on Media Violence examined the existing literature, including the meta-analyses in the field, since the last APA report on media violence in 2005. Because the most recent meta-analyses were published in 2010 and reflected work through 2009, the task force conducted a search of the published studies from 2009-2013. These recently published articles were scored and assessed by a systematic evidentiary review, followed by a meta-analysis of the high utility studies, as documented in the evidentiary review. Consistent with the literature that we reviewed, we found that violent video game exposure was associated with: an increased composite aggression score; increased aggressive behavior; increased aggressive cognitions; increased aggressive affect, increased desensitization, and decreased empathy; and increased physiological arousal. The size of the effects was similar to that in prior meta-analyses, suggesting a stable result. Our task force concluded that violent video game use is a risk factor for adverse outcomes, but found insufficient studies to examine any potential link between violent video game use and delinquency or criminal behavior. Our technical report is the basis of this article. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Effects of video-game ownership on young boys' academic and behavioral functioning: a randomized, controlled study.

Science.gov (United States)

Weis, Robert; Cerankosky, Brittany C

2010-04-01

Young boys who did not own video games were promised a video-game system and child-appropriate games in exchange for participating in an "ongoing study of child development." After baseline assessment of boys' academic achievement and parent- and teacher-reported behavior, boys were randomly assigned to receive the video-game system immediately or to receive the video-game system after follow-up assessment, 4 months later. Boys who received the system immediately spent more time playing video games and less time engaged in after-school academic activities than comparison children. Boys who received the system immediately also had lower reading and writing scores and greater teacher-reported academic problems at follow-up than comparison children. Amount of video-game play mediated the relationship between video-game ownership and academic outcomes. Results provide experimental evidence that video games may displace after-school activities that have educational value and may interfere with the development of reading and writing skills in some children.

Trajectories of problem video gaming among adult regular gamers: an 18-month longitudinal study.

Science.gov (United States)

King, Daniel L; Delfabbro, Paul H; Griffiths, Mark D

2013-01-01

A three-wave, longitudinal study examined the long-term trajectory of problem gaming symptoms among adult regular video gamers. Potential changes in problem gaming status were assessed at two intervals using an online survey over an 18-month period. Participants (N=117) were recruited by an advertisement posted on the public forums of multiple Australian video game-related websites. Inclusion criteria were being of adult age and having a video gaming history of at least 1 hour of gaming every week over the past 3 months. Two groups of adult video gamers were identified: those players who did (N=37) and those who did not (N=80) identify as having a serious gaming problem at the initial survey intake. The results showed that regular gamers who self-identified as having a video gaming problem at baseline reported more severe problem gaming symptoms than normal gamers, at all time points. However, both groups experienced a significant decline in problem gaming symptoms over an 18-month period, controlling for age, video gaming activity, and psychopathological symptoms.

The problem of false positives and false negatives in violent video game experiments.

Science.gov (United States)

Ferguson, Christopher J

The problem of false positives and negatives has received considerable attention in behavioral research in recent years. The current paper uses video game violence research as an example of how such issues may develop in a field. Despite decades of research, evidence on whether violent video games (VVGs) contribute to aggression in players has remained mixed. Concerns have been raised in recent years that experiments regarding VVGs may suffer from both "false positives" and "false negatives." The current paper examines this issue in three sets of video game experiments, two sets of video game experiments on aggression and prosocial behaviors identified in meta-analysis, and a third group of recent null studies. Results indicated that studies of VVGs and aggression appear to be particularly prone to false positive results. Studies of VVGs and prosocial behavior, by contrast are heterogeneous and did not demonstrate any indication of false positive results. However, their heterogeneous nature made it difficult to base solid conclusions on them. By contrast, evidence for false negatives in null studies was limited, and little evidence emerged that null studies lacked power in comparison those highlighted in past meta-analyses as evidence for effects. These results are considered in light of issues related to false positives and negatives in behavioral science more broadly. Copyright © 2017 Elsevier Ltd. All rights reserved.

Mobile Video in Everyday Social Interactions

Science.gov (United States)

Reponen, Erika; Lehikoinen, Jaakko; Impiö, Jussi

Video recording has become a spontaneous everyday activity for many people, thanks to the video capabilities of modern mobile phones. Internet connectivity of mobile phones enables fluent sharing of captured material even real-time, which makes video an up-and-coming everyday interaction medium. In this article we discuss the effect of the video camera in the social environment, everyday life situations, mainly based on a study where four groups of people used digital video cameras in their normal settings. We also reflect on another study of ours, relating to real-time mobile video communication and discuss future views. The aim of our research is to understand the possibilities in the domain of mobile video. Live and delayed sharing seem to have their special characteristics, live video being used as a virtual window between places whereas delayed video usage has more scope for good-quality content. While this novel way of interacting via mobile video enables new social patterns, it also raises new concerns for privacy and trust between participating persons in all roles, largely due to the widely spreading possibilities of videos. Video in a social situation affects cameramen (who record), targets (who are recorded), passers-by (who are unintentionally in the situation), and the audience (who follow the videos or recording situations) but also the other way around, the participants affect the video by their varying and evolving personal and communicational motivations for recording.

Use of a UAV-mounted video camera to assess feeding behavior of Raramuri Criollo cows

Science.gov (United States)

Interest in use of unmanned aerial vehicles in science has increased in recent years. It is predicted that they will be a preferred remote sensing platform for applications that inform sustainable rangeland management in the future. The objective of this study was to determine whether UAV video moni...

Comparative study of image registration techniques for bladder video-endoscopy

Science.gov (United States)

Ben Hamadou, Achraf; Soussen, Charles; Blondel, Walter; Daul, Christian; Wolf, Didier

2009-07-01

Bladder cancer is widely spread in the world. Many adequate diagnosis techniques exist. Video-endoscopy remains the standard clinical procedure for visual exploration of the bladder internal surface. However, video-endoscopy presents the limit that the imaged area for each image is about nearly 1 cm2. And, lesions are, typically, spread over several images. The aim of this contribution is to assess the performance of two mosaicing algorithms leading to the construction of panoramic maps (one unique image) of bladder walls. The quantitative comparison study is performed on a set of real endoscopic exam data and on simulated data relative to bladder phantom.

Learning about the Game: Designing Science Games for a Generation of Gamers

Science.gov (United States)

Chmiel, Marjee

2012-01-01

This paper is a response to "Challenges and Opportunities: Using a science-based video game in secondary school settings" by Rachel Muehrer, Jennifer Jenson, Jeremy Friedberg, and Nicole Husain. The article highlights two critical areas that I argue require more research in the studies of video games in education. The first area focuses on the…

Risiko Video- und Computerspiele? Eine Studie über Video- und Computerspielnutzung und Aggression bei 12- und 16- jährigen Jugendlichen

OpenAIRE

Schiller, Eva-Maria; Strohmeier, Dagmar; Spiel, Christiane

2009-01-01

Video -und Computerspielen ist heutzutage eine beliebte Freizeitaktivität von Kindern und Jugendlichen, besonders von Jungen. Trotz der großen Vielfalt der angebotenen Video- und Computerspiele für Kinder und Jugendliche, konzentriert sich die Forschung vorwiegend auf negative Einflüsse von gewalthaltigen Video- und Computerspielen. Da nicht alle Kinder und Jugendliche ausschließlich gewalthaltige Video- und Computerspiele spielen, betrachten wir diesen Fokus in der Wissenschaft als zu eng ge...

Comparison of the Effects of Continuous Video Modeling, Video Prompting, and Video Modeling on Task Completion by Young Adults with Moderate Intellectual Disability

Science.gov (United States)

Mechling, Linda C.; Ayres, Kevin M.; Bryant, Kathryn J.; Foster, Ashley L.

2014-01-01

This study compared the effects of three procedures (video prompting: VP, video modeling: VM, and continuous video modeling: CVM) on task completion by three high school students with moderate intellectual disability. The comparison was made across three sets of fundamentally different tasks (putting away household items in clusters of two items;…

Academic language use in science education in Kindergarten

NARCIS (Netherlands)

Menninga, Astrid; van Dijk, Marijn; Wetzels, Anna; Steenbeek, Henderien; van Geert, Paul

2015-01-01

This study aims at gaining insight into the academic language use of teachers and their pupils in science education in Kindergarten. Using videotaped classroom observations of a video feedback coaching intervention study (Author Citation, 2012), teachers’ (intervention n = 5, controls n = 5) and

Tools for Reflection: Video-Based Reflection Within a Preservice Community of Practice

Science.gov (United States)

Hawkins, Susan; Park Rogers, Meredith

2016-06-01

Current reform in science education calls for teachers to understand student thinking within a lesson to effectively address students' needs (NRC in A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academy Press, Washington, DC, 2012; NRC in Guide to implementing the Next Generation Science Standards. The National Academies Press, Washington, DC, 2015). This study investigates how to scaffold preservice teachers with learning to attend to students' thinking for the purpose of guiding curricular decisions. The study focuses on one team teaching a science unit during their early field experience. We sought to understand how participants' thoughts and abilities changed through participation in a moderated community of practice using video of their own teaching as a reflective tool. We examined how these changes affected both their classroom practice and their decision-making for future lessons. Evidence shows growth in participants' ability to identify opportunities to elicit, assess, and use students' thinking to guide instructional decisions. Implications for use of the approach used in this study to begin developing novice teachers' pedagogical content knowledge for teaching science are discussed.

The Dark of the Covenant: Christian Imagery, Fundamentalism, and the Relationship between Science and Religion in the Halo Video Game Series

Directory of Open Access Journals (Sweden)

P.C.J.M. (Jarell Paulissen

2018-04-01

Full Text Available What do a bionic supersoldier, space stations and religious fanaticism have in common? They are all vital elements of the plot in Halo, a series of first-person shooter games developed by Bungie and published by Microsoft Games. One of the interesting things about Halo is that the developers made use of quite a number of religious images and themes, especially from the Christian tradition. In modern Western society, science and religion are often portrayed as polar opposites, and Halo appears to reaffirm this narrative. Yet it might still be interesting to look at how exactly this animosity is portrayed, and to see whether there is more to it. This paper is an inquiry into the significance of religious imagery and themes in Halo, as well as an attempt to place the game in the broader context of the geopolitical situation of its time. In short, this article is going to be a case study of how the relationship between science and religion can be explored through the medium of video games. For an overview of the current debate on how science and religion relate to one another in academia, I am going to look at the works of American physicist and scholar of religion Ian Barbour, American paleontologist and historian of science Stephen Gould, and British ethologist and evolutionary biologist Richard Dawkins. To justify the academic study of videogames I will be drawing from the writings of Dutch cultural theologian Frank Bosman. The analysis itself will consist of a summary of the game’s main story, its portrayal of religion on the one hand and its depiction of science on the other, and its representation of how these two fields relate to one another. In the conclusion, finally, I will connect the dots between the different parts of the analysis and provide an answer to the main question.

The pedagogy of argumentation in science education: science teachers' instructional practices

Science.gov (United States)

Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

2017-07-01

Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

Video gaming and children's psychosocial wellbeing: A longitudinal study

NARCIS (Netherlands)

Lobel, A.M.; Engels, R.C.M.E.; Stone, L.L.; Burk, W.J.; Granic, I.

2017-01-01

The effects of video games on children's psychosocial development remain the focus of debate. At two timepoints, 1 year apart, 194 children (7.27-11.43 years old; male = 98) reported their gaming frequency, and their tendencies to play violent video games, and to game (a) cooperatively and (b)

Intelligent control for scalable video processing

NARCIS (Netherlands)

Wüst, C.C.

2006-01-01

In this thesis we study a problem related to cost-effective video processing in software by consumer electronics devices, such as digital TVs. Video processing is the task of transforming an input video signal into an output video signal, for example to improve the quality of the signal. This

The Whiteboard Revolution: Illuminating Science Communication in the Digital Age.

Science.gov (United States)

Mar, Florie Anne; Ordovas-Montanes, Jose; Oksenberg, Nir; Olson, Alexander M

2016-04-01

Journal-based science communication is not accessible or comprehensible to a general public curious about science and eager for the next wave of scientific innovation. We propose an alternative medium for scientists to communicate their work to the general public in an engaging and digestible way through the use of whiteboard videos. We describe the process of producing science whiteboard videos and the benefits and challenges therein. Copyright © 2016 Elsevier Ltd. All rights reserved.

Brief Video-Module Administered Mindfulness Program for Physicians: A Pilot Study.

Science.gov (United States)

Pflugeisen, Bethann Mangel; Drummond, Dike; Ebersole, Drew; Mundell, Kate; Chen, David

2016-01-01

The purpose of this study was to evaluate the feasibility of implementing a video-module-based mindfulness pilot program intended to reduce stress, improve well-being, and develop mindfulness skills in physicians in a community hospital setting. Preliminary findings are presented. Using a single-sample, pre-post study design, we administered an eight-week mindfulness training offered as part of a wellness initiative for medical staff in a suburban community hospital. Participants enrolled on a first-come, first-served basis. Participants engaged in three 90-min in-person trainings, weekly online video-module trainings, and weekly teleconference coaching calls. Video-module trainings were available at all times, to be accessed at the participants׳ convenience. Journals and a guided meditation audio library were also provided. Physician stress, well-being (emotional exhaustion, depersonalization of patients, and sense of personal accomplishment), and mindfulness skills (observing, describing, acting with awareness, and accepting without judgment) were evaluated at baseline, end-of-program, and eight weeks post-intervention using well-validated instruments. A total of 23 physicians enrolled and 19 completed the program. Compared to baseline, statistically significant decreases in stress, personal accomplishment, and emotional exhaustion were observed at end-of-program and eight weeks post-intervention (all P < .05). Significant increases in all mindfulness skills were observed at end-of-program; these increases persisted for describing, acting with awareness, and accepting without judgment at eight weeks post-intervention (all P < .05). This study provides preliminary evidence that a flexible, video-module-based mindfulness program can decrease stress, increase well-being, and develop lasting mindfulness skills in physicians. Copyright © 2016 Elsevier Inc. All rights reserved.

The Development of a Scientific Motive: How Preschool Science and Home Play Reciprocally Contribute to Science Learning

Science.gov (United States)

Gomes, Judith; Fleer, Marilyn

2017-07-01

There are a growing number of studies that have examined science learning for preschool children. Some research has looked into children's home experiences and some has focused on transition, practices, routines, and traditions in preschool contexts. However, little attention has been directed to the relationship between children's learning experiences at preschool and at home, and how this relationship can assist in the development of science concepts relevant to everyday life. In drawing upon Hedegaard's (Learning and child development, 2002) cultural-historical conception of motives and Vygotsky's (The collected works of L.S. Vygotsky: problems of general psychology, 1987) theory of everyday and scientific concept formation, the study reported in this paper examines one child, Jimmy (4.2 years), and his learning experiences at home and at preschool. Data gathering featured the video recording of 4 weeks of Jimmy's learning in play at home and at preschool (38.5 h), parent questionnaire and interviews, and researcher and family gathered video observations of home play with his parents (3.5 h). Findings show how a scientific motive develops through playful everyday learning moments at home and at preschool when scientific play narratives and resources are aligned. The study contributes to a more nuanced understanding of the science learning of young children and a conception of pedagogy that takes into account the reciprocity of home and school contexts for learning science.

English language YouTube videos as a source of lead poisoning-related information: a cross-sectional study.

Science.gov (United States)

Basch, Corey H; Jackson, Ashley M; Yin, Jingjing; Hammond, Rodney N; Adhikari, Atin; Fung, Isaac Chun-Hai

2017-07-01

Exposure to lead is detrimental to children's development. YouTube is a form of social media through which people may learn about lead poisoning. The aim of this cross-sectional study was to analyze the variation in lead poisoning-related YouTube contents between different video sources. The 100 most viewed lead poisoning-related videos were manually coded, among which, 50 were consumer-generated, 19 were created by health care professionals, and 31 were news. The 100 videos had a total of more than 8.9 million views, with news videos accounting for 63% of those views. The odds of mentioning what lead poisoning is, how to remove lead, and specifically mentioning the danger in ages 1-5 because of rapid growth among videos created by health care professionals were 7.28 times (Odds ratio, OR = 7.28, 95% CI, 2.09, 25.37, p = 0.002); 6.83 times (OR = 6.83, 95% CI, 2.05, 22.75, p = 0.002) and 9.14 times (OR = 9.14, CI, 2.05, 40.70, p = 0.004) that of consumer-generated videos, respectively. In this study, professional videos had more accurate information regarding lead but their videos were less likely to be viewed compared to consumer-generated videos and news videos. If professional videos about lead poisoning can attract more viewers, more people would be better informed and could possibly influence policy agendas, thereby helping communities being affected by lead exposure.

Amplitude Integrated Electroencephalography Compared With Conventional Video EEG for Neonatal Seizure Detection: A Diagnostic Accuracy Study.

Science.gov (United States)

Rakshasbhuvankar, Abhijeet; Rao, Shripada; Palumbo, Linda; Ghosh, Soumya; Nagarajan, Lakshmi

2017-08-01

This diagnostic accuracy study compared the accuracy of seizure detection by amplitude-integrated electroencephalography with the criterion standard conventional video EEG in term and near-term infants at risk of seizures. Simultaneous recording of amplitude-integrated EEG (2-channel amplitude-integrated EEG with raw trace) and video EEG was done for 24 hours for each infant. Amplitude-integrated EEG was interpreted by a neonatologist; video EEG was interpreted by a neurologist independently. Thirty-five infants were included in the analysis. In the 7 infants with seizures on video EEG, there were 169 seizure episodes on video EEG, of which only 57 were identified by amplitude-integrated EEG. Amplitude-integrated EEG had a sensitivity of 33.7% for individual seizure detection. Amplitude-integrated EEG had an 86% sensitivity for detection of babies with seizures; however, it was nonspecific, in that 50% of infants with seizures detected by amplitude-integrated EEG did not have true seizures by video EEG. In conclusion, our study suggests that amplitude-integrated EEG is a poor screening tool for neonatal seizures.

A Longitudinal Study of the Association between Violent Video Game Play and Aggression among Adolescents

Science.gov (United States)

Willoughby, Teena; Adachi, Paul J. C.; Good, Marie

2012-01-01

In the past 2 decades, correlational and experimental studies have found a positive association between violent video game play and aggression. There is less evidence, however, to support a long-term relation between these behaviors. This study examined sustained violent video game play and adolescent aggressive behavior across the high school…

The energy expenditure of an activity-promoting video game compared to sedentary video games and TV watching.

Science.gov (United States)

Mitre, Naim; Foster, Randal C; Lanningham-Foster, Lorraine; Levine, James A

2011-01-01

In the present study we investigated the effect of television watching and the use of activity-promoting video games on energy expenditure in obese and lean children. Energy expenditure and physical activity were measured while participants were watching television, playing a video game on a traditional sedentary video game console, and while playing the same video game on an activity-promoting video game console. Energy expenditure was significantly greater than television watching and playing video games on a sedentary video game console when children played the video game on the activity-promoting console. When examining movement with accelerometry, children moved significantly more when playing the video game on the Nintendo Wii console. Activity-promoting video games have shown to increase movement, and be an important tool to raise energy expenditure by 50% when compared to sedentary activities of daily living.

Designing online audiovisual heritage services: an empirical study of two comparable online video services

NARCIS (Netherlands)

Ongena, G.; van de Wijngaert, Lidwien; Huizer, E.

2013-01-01

The purpose of this study is to seek input for a new online audiovisual heritage service. In doing so, we assess comparable online video services to gain insights into the motivations and perceptual innovation characteristics of the video services. The research is based on data from a Dutch survey

Is video review of patient encounters an effective tool for medical student learning? A review of the literature

Directory of Open Access Journals (Sweden)

Hammoud MM

2012-03-01

Full Text Available Maya M Hammoud1, Helen K Morgan1, Mary E Edwards2, Jennifer A Lyon2, Casey White31Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, MI, USA; 2Health Sciences Center Libraries, University of Florida, Gainesville, FL, USA; 3Graduate Medical Education, Faculty Affairs and Department of Anesthesiology, University of Florida College of Medicine, Gainesville, FL, USAPurpose: To determine if video review of student performance during patient encounters is an effective tool for medical student learning.Methods: Multiple bibliographic databases that include medical, general health care, education, psychology, and behavioral science literature were searched for the following terms: medical students, medical education, undergraduate medical education, education, self-assessment, self-evaluation, self-appraisal, feedback, videotape, video recording, televised, and DVD. The authors examined all abstracts resulting from this search and reviewed the full text of the relevant articles as well as additional articles identified in the reference lists of the relevant articles. Studies were classified by year of student (preclinical or clinical and study design (controlled or non-controlled.Results: A total of 67 articles met the final search criteria and were fully reviewed. Most studies were non-controlled and performed in the clinical years. Although the studies were quite variable in quality, design, and outcomes, in general video recording of performance and subsequent review by students with expert feedback had positive outcomes in improving feedback and ultimate performance. Video review with self-assessment alone was not found to be generally effective, but when linked with expert feedback it was superior to traditional feedback alone.Conclusion: There are many methods for integrating effective use of video-captured performance into a program of learning. We recommend combining student self-assessment with feedback

African American perspectives: A qualitative study of an informal science enrichment program

Science.gov (United States)

Simpson, Jamila Rashida

The purposes of this study were to determine what program characteristics African American parents consider when they enroll their children into an informal science education enrichment program, the parents' evaluation of a program called Jordan Academy in which they enrolled their children, and the alignment of the parents' perspectives with Black Cultural Ethos (BCE). BCE refers to nine dimensions posited by Wade Boykin, a psychologist, as comprising African American culture. Participants were parents of students that attended Jordan Academy, an informal science enrichment program designed for third through sixth grade students from underserved populations. Qualitative methodologies were utilized to perform a thorough assessment of parents' perspectives. Data sources included classroom observations, student surveys, academy curriculum, photos and video-taped class sessions. Data included teachers and parents' responses to semi-structured, audio recorded interviews and students' written responses to open-ended items on the program's evaluation instrument. The data were analyzed for themes and the findings compared to Black Cultural Ethos. Findings revealed that the participants believed that informal science education offered their children opportunities not realized in the formal school setting - a means of impacting their children holistically. The parents expressed the academic, cultural, and personal development of their children in their characterizations of the ideal informal science education experience and in their evaluations of Jordan Academy. Overall, the parents' views emphasized the BCE values of harmony, affect, verve, movement, orality and communalism. The study has important implications for practices within and research on informal science education.

Observing the Testing Effect using Coursera Video-recorded Lectures: A Preliminary Study

Directory of Open Access Journals (Sweden)

Paul Zhihao eYONG

2016-01-01

Full Text Available We investigated the testing effect in Coursera video-based learning. One hundred and twenty-three participants either (a studied an instructional video-recorded lecture four times, (b studied the lecture three times and took one recall test, or (c studied the lecture once and took three tests. They then took a final recall test, either immediately or a week later, through which their learning was assessed. Whereas repeated studying produced better recall performance than did repeated testing when the final test was administered immediately, testing produced better performance when the final test was delayed until a week after. The testing effect was observed using Coursera lectures. Future directions are documented.

Automated interactive video playback for studies of animal communication.

Science.gov (United States)

Butkowski, Trisha; Yan, Wei; Gray, Aaron M; Cui, Rongfeng; Verzijden, Machteld N; Rosenthal, Gil G

2011-02-09

Video playback is a widely-used technique for the controlled manipulation and presentation of visual signals in animal communication. In particular, parameter-based computer animation offers the opportunity to independently manipulate any number of behavioral, morphological, or spectral characteristics in the context of realistic, moving images of animals on screen. A major limitation of conventional playback, however, is that the visual stimulus lacks the ability to interact with the live animal. Borrowing from video-game technology, we have created an automated, interactive system for video playback that controls animations in response to real-time signals from a video tracking system. We demonstrated this method by conducting mate-choice trials on female swordtail fish, Xiphophorus birchmanni. Females were given a simultaneous choice between a courting male conspecific and a courting male heterospecific (X. malinche) on opposite sides of an aquarium. The virtual male stimulus was programmed to track the horizontal position of the female, as courting males do in the wild. Mate-choice trials on wild-caught X. birchmanni females were used to validate the prototype's ability to effectively generate a realistic visual stimulus.

Seminar 2.0: Learning With Skype and Video Podcasts

Science.gov (United States)

Wessel, Paul; Anderson, Tiffany; Austin, Regan; Benediktsdottir, Asdis; Chandler, Michael T.; Conley, Michaela M.; Kim, Seung-Sep; Michaud, Robert L.; Rumpf, M. Elise; Sleeper, Jonathan D.; Weiss, Jonathan R.

2009-04-01

Graduate seminars typically involve reviewing key papers, ranging from seminal contributions by pioneers to the latest cutting-edge results published in journals such as Nature, Science, and Geophysical Research Letters. Ideally, guest lecturers are invited to add specific expertise and stimulate discussions. However, the increasing costs for travel make this an expensive proposition. Recent improvements in free videoconferencing over the Internet make it possible to invite distant experts to participate in seminars without involving expensive and time-consuming travel. Tools to record video conferences allow anyone to combine narrations with slide presentations and prepare merged video files for distribution over the Internet (i.e., podcasts). This brief report discusses such an experiment in a graduate seminar on advanced plate tectonics in the Department of Geology and Geophysics at University of Hawai`i at Manoa's (UHM) School of Ocean and Earth Science and Technology (SOEST). The podcasts are freely available from iTunes (UHM; SOEST; Public Course Lectures) and from http://www.soest.hawaii.edu/pwessel/podcasts.

Theoretical and Methodological Perspectives on Designing Video Studies of Interaction

Directory of Open Access Journals (Sweden)

Anna-Lena Rostvall

2005-12-01

Full Text Available In this article the authors discuss the theoretical basis for the methodological decisions made during the course of a Swedish research project on interaction and learning. The purpose is to discuss how different theories are applied at separate levels of the study. The study is structured on three levels, with separate sets of research questions and theoretical concepts. The levels reflect a close-up description, a systematic analysis, and an interpretation of how teachers and students act and interact. The data consist of 12 hours of video-recorded and transcribed music lessons from high school and college. Through a multidisciplinary theoretical framework, the general understanding of teaching and learning in terms of interaction can be widened. The authors also present a software tool developed to facilitate the processes of transcription and analysis of the video data.

Public online information about tinnitus: A cross-sectional study of YouTube videos.

Science.gov (United States)

Basch, Corey H; Yin, Jingjing; Kollia, Betty; Adedokun, Adeyemi; Trusty, Stephanie; Yeboah, Felicia; Fung, Isaac Chun-Hai

2018-01-01

To examine the information about tinnitus contained in different video sources on YouTube. The 100 most widely viewed tinnitus videos were manually coded. Firstly, we identified the sources of upload: consumer, professional, television-based clip, and internet-based clip. Secondly, the videos were analyzed to ascertain what pertinent information they contained from a current National Institute on Deafness and Other Communication Disorders fact sheet. Of the videos, 42 were consumer-generated, 33 from media, and 25 from professionals. Collectively, the 100 videos were viewed almost 9 million times. The odds of mentioning "objective tinnitus" in professional videos were 9.58 times those from media sources [odds ratio (OR) = 9.58; 95% confidence interval (CI): 1.94, 47.42; P = 0.01], whereas these odds in consumer videos were 51% of media-generated videos (OR = 0.51; 95% CI: 0.20, 1.29; P = 0.16). The odds that the purpose of a video was to sell a product or service were nearly the same for both consumer and professional videos. Consumer videos were found to be 4.33 times as likely to carry a theme about an individual's own experience with tinnitus (OR = 4.33; 95% CI: 1.62, 11.63; P = 0.004) as media videos. Of the top 100 viewed videos on tinnitus, most were uploaded by consumers, sharing individuals' experiences. Actions are needed to make scientific medical information more prominently available and accessible on YouTube and other social media.

Gaming science: the "Gamification" of scientific thinking.

Science.gov (United States)

Morris, Bradley J; Croker, Steve; Zimmerman, Corinne; Gill, Devin; Romig, Connie

2013-09-09

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness.

Students' Acceptance of an Educational Videos Platform: A Study in A Portuguese University

Science.gov (United States)

Costa, Carolina; Alvelos, Helena; Teixeira, Leonor

2018-01-01

The Educast is an educational videos' platform that captures simultaneously video and digital support materials. This paper presents a study on the acceptance of Educast, by students, using the Technology Acceptance Model--TAM. The data was collected through a questionnaire applied to 54 students which results were analyzed using descriptive…

Is video gaming, or video game addiction, associated with depression, academic achievement, heavy episodic drinking, or conduct problems?

Science.gov (United States)

Brunborg, Geir Scott; Mentzoni, Rune Aune; Frøyland, Lars Roar

2014-01-01

Background and aims: While the relationships between video game use and negative consequences are debated, the relationships between video game addiction and negative consequences are fairly well established. However, previous studies suffer from methodological weaknesses that may have caused biased results. There is need for further investigation that benefits from the use of methods that avoid omitted variable bias. Methods: Two wave panel data was used from two surveys of 1,928 Norwegian adolescents aged 13 to 17 years. The surveys included measures of video game use, video game addiction, depression, heavy episodic drinking, academic achievement, and conduct problems. The data was analyzed using first-differencing, a regression method that is unbiased by time invariant individual factors. Results: Video game addiction was related to depression, lower academic achievement, and conduct problems, but time spent on video games was not related to any of the studied negative outcomes. Discussion: The findings were in line with a growing number of studies that have failed to find relationships between time spent on video games and negative outcomes. The current study is also consistent with previous studies in that video game addiction was related to other negative outcomes, but it made the added contribution that the relationships are unbiased by time invariant individual effects. However, future research should aim at establishing the temporal order of the supposed causal effects. Conclusions: Spending time playing video games does not involve negative consequences, but adolescents who experience problems related to video games are likely to also experience problems in other facets of life. PMID:25215212

Is video gaming, or video game addiction, associated with depression, academic achievement, heavy episodic drinking, or conduct problems?

Science.gov (United States)

Brunborg, Geir Scott; Mentzoni, Rune Aune; Frøyland, Lars Roar

2014-03-01

While the relationships between video game use and negative consequences are debated, the relationships between video game addiction and negative consequences are fairly well established. However, previous studies suffer from methodological weaknesses that may have caused biased results. There is need for further investigation that benefits from the use of methods that avoid omitted variable bias. Two wave panel data was used from two surveys of 1,928 Norwegian adolescents aged 13 to 17 years. The surveys included measures of video game use, video game addiction, depression, heavy episodic drinking, academic achievement, and conduct problems. The data was analyzed using first-differencing, a regression method that is unbiased by time invariant individual factors. Video game addiction was related to depression, lower academic achievement, and conduct problems, but time spent on video games was not related to any of the studied negative outcomes. The findings were in line with a growing number of studies that have failed to find relationships between time spent on video games and negative outcomes. The current study is also consistent with previous studies in that video game addiction was related to other negative outcomes, but it made the added contribution that the relationships are unbiased by time invariant individual effects. However, future research should aim at establishing the temporal order of the supposed causal effects. Spending time playing video games does not involve negative consequences, but adolescents who experience problems related to video games are likely to also experience problems in other facets of life.

Real-World Implementation of Video Outpatient Consultations at Macro, Meso, and Micro Levels: Mixed-Method Study.

Science.gov (United States)

Greenhalgh, Trisha; Shaw, Sara; Wherton, Joseph; Vijayaraghavan, Shanti; Morris, Joanne; Bhattacharya, Satya; Hanson, Philippa; Campbell-Richards, Desirée; Ramoutar, Seendy; Collard, Anna; Hodkinson, Isabel

2018-04-17

There is much interest in virtual consultations using video technology. Randomized controlled trials have shown video consultations to be acceptable, safe, and effective in selected conditions and circumstances. However, this model has rarely been mainstreamed and sustained in real-world settings. The study sought to (1) define good practice and inform implementation of video outpatient consultations and (2) generate transferable knowledge about challenges to scaling up and routinizing this service model. A multilevel, mixed-method study of Skype video consultations (micro level) was embedded in an organizational case study (meso level), taking account of national context and wider influences (macro level). The study followed the introduction of video outpatient consultations in three clinical services (diabetes, diabetes antenatal, and cancer surgery) in a National Health Service trust (covering three hospitals) in London, United Kingdom. Data sources included 36 national-level stakeholders (exploratory and semistructured interviews), longitudinal organizational ethnography (300 hours of observations; 24 staff interviews), 30 videotaped remote consultations, 17 audiotaped face-to-face consultations, and national and local documents. Qualitative data, analyzed using sociotechnical change theories, addressed staff and patient experience and organizational and system drivers. Quantitative data, analyzed via descriptive statistics, included uptake of video consultations by staff and patients and microcategorization of different kinds of talk (using the Roter interaction analysis system). When clinical, technical, and practical preconditions were met, video consultations appeared safe and were popular with some patients and staff. Compared with face-to-face consultations for similar conditions, video consultations were very slightly shorter, patients did slightly more talking, and both parties sometimes needed to make explicit things that typically remained implicit in

Examining the effects of media on learners' mental representations and cognitive processes in science

Science.gov (United States)

Carr, Adrienne L.

This study examined the effects of television and video games as media on the science knowledge and understanding of middle school students in a Midwest, urban charter school. Twenty-five study participants were organized into eight focus groups. Each group, which comprised of three to four members, was introduced to one of two media types, a television show episode or video games, and then asked a series of questions prompting group dialogue. Results show that students were able to distinguish science ideas presented in the media and made science content connections from previous classroom learning. Implications suggest how teachers can utilize weapons of mass instruction, the tools of media technology, to fight against the challenges that plague our current system of education.

Language-Based Reasoning in Primary Science

Science.gov (United States)

Hackling, Mark; Sherriff, Barbara

2015-01-01

Language is critical in the mediation of scientific reasoning, higher-order thinking and the development of scientific literacy. This study investigated how an exemplary primary science teacher scaffolds and supports students' reasoning during a Year 4 materials unit. Lessons captured on video, teacher and student interviews and micro-ethnographic…

ABOUT SOUNDS IN VIDEO GAMES

Directory of Open Access Journals (Sweden)

Denikin Anton A.

2012-12-01

Full Text Available The article considers the aesthetical and practical possibilities for sounds (sound design in video games and interactive applications. Outlines the key features of the game sound, such as simulation, representativeness, interactivity, immersion, randomization, and audio-visuality. The author defines the basic terminology in study of game audio, as well as identifies significant aesthetic differences between film sounds and sounds in video game projects. It is an attempt to determine the techniques of art analysis for the approaches in study of video games including aesthetics of their sounds. The article offers a range of research methods, considering the video game scoring as a contemporary creative practice.

Emotional climate of a pre-service science teacher education class in Bhutan

Science.gov (United States)

Rinchen, Sonam; Ritchie, Stephen M.; Bellocchi, Alberto

2016-09-01

This study explored pre-service secondary science teachers' perceptions of classroom emotional climate in the context of the Bhutanese macro-social policy of Gross National Happiness. Drawing upon sociological perspectives of human emotions and using Interaction Ritual Theory this study investigated how pre-service science teachers may be supported in their professional development. It was a multi-method study involving video and audio recordings of teaching episodes supported by interviews and the researcher's diary. Students also registered their perceptions of the emotional climate of their classroom at 3-minute intervals using audience response technology. In this way, emotional events were identified for video analysis. The findings of this study highlighted that the activities pre-service teachers engaged in matter to them. Positive emotional climate was identified in activities involving students' presentations using video clips and models, coteaching, and interactive whole class discussions. Decreases in emotional climate were identified during formal lectures and when unprepared presenters led presentations. Emotions such as frustration and disappointment characterized classes with negative emotional climate. The enabling conditions to sustain a positive emotional climate are identified. Implications for sustaining macro-social policy about Gross National Happiness are considered in light of the climate that develops in science teacher education classes.

Dashboard Videos

Science.gov (United States)

Gleue, Alan D.; Depcik, Chris; Peltier, Ted

2012-01-01

Last school year, I had a web link emailed to me entitled "A Dashboard Physics Lesson." The link, created and posted by Dale Basier on his "Lab Out Loud" blog, illustrates video of a car's speedometer synchronized with video of the road. These two separate video streams are compiled into one video that students can watch and analyze. After seeing…

Collaborative web-based annotation of video footage of deep-sea life, ecosystems and geological processes

Science.gov (United States)

Kottmann, R.; Ratmeyer, V.; Pop Ristov, A.; Boetius, A.

2012-04-01

More and more seagoing scientific expeditions use video-controlled research platforms such as Remote Operating Vehicles (ROV), Autonomous Underwater Vehicles (AUV), and towed camera systems. These produce many hours of video material which contains detailed and scientifically highly valuable footage of the biological, chemical, geological, and physical aspects of the oceans. Many of the videos contain unique observations of unknown life-forms which are rare, and which cannot be sampled and studied otherwise. To make such video material online accessible and to create a collaborative annotation environment the "Video Annotation and processing platform" (V-App) was developed. A first solely web-based installation for ROV videos is setup at the German Center for Marine Environmental Sciences (available at http://videolib.marum.de). It allows users to search and watch videos with a standard web browser based on the HTML5 standard. Moreover, V-App implements social web technologies allowing a distributed world-wide scientific community to collaboratively annotate videos anywhere at any time. It has several features fully implemented among which are: • User login system for fine grained permission and access control • Video watching • Video search using keywords, geographic position, depth and time range and any combination thereof • Video annotation organised in themes (tracks) such as biology and geology among others in standard or full screen mode • Annotation keyword management: Administrative users can add, delete, and update single keywords for annotation or upload sets of keywords from Excel-sheets • Download of products for scientific use This unique web application system helps making costly ROV videos online available (estimated cost range between 5.000 - 10.000 Euros per hour depending on the combination of ship and ROV). Moreover, with this system each expert annotation adds instantaneous available and valuable knowledge to otherwise uncharted

Video Quality Prediction over Wireless 4G

KAUST Repository

Lau, Chun Pong

2013-04-14

In this paper, we study the problem of video quality prediction over the wireless 4G network. Video transmission data is collected from a real 4G SCM testbed for investigating factors that affect video quality. After feature transformation and selection on video and network parameters, video quality is predicted by solving as regression problem. Experimental results show that the dominated factor on video quality is the channel attenuation and video quality can be well estimated by our models with small errors.

Video Quality Prediction over Wireless 4G

KAUST Repository

Lau, Chun Pong; Zhang, Xiangliang; Shihada, Basem

2013-01-01

In this paper, we study the problem of video quality prediction over the wireless 4G network. Video transmission data is collected from a real 4G SCM testbed for investigating factors that affect video quality. After feature transformation and selection on video and network parameters, video quality is predicted by solving as regression problem. Experimental results show that the dominated factor on video quality is the channel attenuation and video quality can be well estimated by our models with small errors.

Enrolling science teachers in continual professional development

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

2010-01-01

The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest that t...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of design based research, likewise the teachers' classroom interventions.......The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...

A community of curious souls: an analysis of commenting behavior on TED talks videos.

Science.gov (United States)

Tsou, Andrew; Thelwall, Mike; Mongeon, Philippe; Sugimoto, Cassidy R

2014-01-01

The TED (Technology, Entertainment, Design) Talks website hosts video recordings of various experts, celebrities, academics, and others who discuss their topics of expertise. Funded by advertising and members but provided free online, TED Talks have been viewed over a billion times and are a science communication phenomenon. Although the organization has been derided for its populist slant and emphasis on entertainment value, no previous research has assessed audience reactions in order to determine the degree to which presenter characteristics and platform affect the reception of a video. This article addresses this issue via a content analysis of comments left on both the TED website and the YouTube platform (on which TED Talks videos are also posted). It was found that commenters were more likely to discuss the characteristics of a presenter on YouTube, whereas commenters tended to engage with the talk content on the TED website. In addition, people tended to be more emotional when the speaker was a woman (by leaving comments that were either positive or negative). The results can inform future efforts to popularize science amongst the public, as well as to provide insights for those looking to disseminate information via Internet videos.

Looking in a science classroom: exploring possibilities of creative cultural divergence in science teaching and learning

Science.gov (United States)

Baron, Alex; Chen, Hsiao-Lan Sharon

2012-03-01

Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some teachers effectively improve students' scientific learning, others struggle to achieve desirable student outcomes. This study explores a Taiwanese science teacher's ability to effectively enhance her students' science learning. The authors visited a Taipei city primary school class taught by an experienced science teacher during a 4-week unit on astronomy, with a total of eight, 90-minute periods. Research methods employed in this study included video capture of each class as well as reflective interviews with the instructor, eliciting the teacher's reflection upon both her pedagogical choices and the perceived results of these choices. We report that the teacher successfully teaches science by creatively diverging from culturally generated educational expectations. Although the pedagogical techniques and ideas enumerated in the study are relevant specifically to Taiwan, creative cultural divergence might be replicated to improve science teaching worldwide.

Action Video Game Training for Healthy Adults: A Meta-Analytic Study.

Science.gov (United States)

Wang, Ping; Liu, Han-Hui; Zhu, Xing-Ting; Meng, Tian; Li, Hui-Jie; Zuo, Xi-Nian

2016-01-01

Action video game (AVG) has attracted increasing attention from both the public and from researchers. More and more studies found video game training improved a variety of cognitive functions. However, it remains controversial whether healthy adults can benefit from AVG training, and whether young and older adults benefit similarly from AVG training. In the present study, we aimed to quantitatively assess the AVG training effect on the cognitive ability of adults and to compare the training effects on young and older adults by conducting a meta-analysis on previous findings. We systematically searched video game training studies published between January 1986 and July 2015. Twenty studies were included in the present meta-analysis, for a total of 313 participants included in the training group and 323 participants in the control group. The results demonstrate that healthy adults achieve moderate benefit from AVG training in overall cognitive ability and moderate to small benefit in specific cognitive domains. In contrast, young adults gain more benefits from AVG training than older adults in both overall cognition and specific cognitive domains. Age, education, and some methodological factors, such as the session duration, session number, total training duration, and control group type, modulated the training effects. These meta-analytic findings provide evidence that AVG training may serve as an efficient way to improve the cognitive performance of healthy adults. We also discussed several directions for future AVG training studies.

Video game training and the reward system.

Science.gov (United States)

Lorenz, Robert C; Gleich, Tobias; Gallinat, Jürgen; Kühn, Simone

2015-01-01

Video games contain elaborate reinforcement and reward schedules that have the potential to maximize motivation. Neuroimaging studies suggest that video games might have an influence on the reward system. However, it is not clear whether reward-related properties represent a precondition, which biases an individual toward playing video games, or if these changes are the result of playing video games. Therefore, we conducted a longitudinal study to explore reward-related functional predictors in relation to video gaming experience as well as functional changes in the brain in response to video game training. Fifty healthy participants were randomly assigned to a video game training (TG) or control group (CG). Before and after training/control period, functional magnetic resonance imaging (fMRI) was conducted using a non-video game related reward task. At pretest, both groups showed strongest activation in ventral striatum (VS) during reward anticipation. At posttest, the TG showed very similar VS activity compared to pretest. In the CG, the VS activity was significantly attenuated. This longitudinal study revealed that video game training may preserve reward responsiveness in the VS in a retest situation over time. We suggest that video games are able to keep striatal responses to reward flexible, a mechanism which might be of critical value for applications such as therapeutic cognitive training.

Public Education and Outreach Through Full-Dome Video Technology

Science.gov (United States)

Pollock, John

2009-03-01

My long-term goal is to enhance public understanding of complex systems that can be best demonstrated through richly detailed computer graphic animation displayed with full-dome video technology. My current focus is on health science advances that focus on regenerative medicine, which helps the body heal itself. Such topics facilitate science learning and health literacy. My team develops multi-media presentations that bring the scientific and medical advances to the public through immersive high-definition video animation. Implicit in treating the topics of regenerative medicine will be the need to address stem cell biology. The topics are clarified and presented from a platform of facts and balanced ethical consideration. The production process includes communicating scientific information about the excitement and importance of stem cell research. Principles of function are emphasized over specific facts or terminology by focusing on a limited, but fundamental set of concepts. To achieve this, visually rich, biologically accurate 3D computer graphic environments are created to illustrate the cells, tissues and organs of interest. A suite of films are produced, and evaluated in pre- post-surveys assessing attitudes, knowledge and learning. Each film uses engaging interactive demonstrations to illustrate biological functions, the things that go wrong due to disease and disability, and the remedy provided by regenerative medicine. While the images are rich and detailed, the language is accessible and appropriate to the audience. The digital, high-definition video is also re-edited for presentation in other ``flat screen'' formats, increasing our distribution potential. Show content is also presented in an interactive web space (www.sepa.duq.edu) with complementing teacher resource guides and student workbooks and companion video games.

The use of student-driven video projects as an educational and outreach tool

Science.gov (United States)

Bamzai, A.; Farrell, W.; Klemm, T.

2014-12-01

With recent technological advances, the barriers to filmmaking have been lowered, and it is now possible to record and edit video footage with a smartphone or a handheld camera and free software. Students accustomed to documenting their every-day experiences for multimedia-rich social networking sites feel excited and creatively inspired when asked to take on ownership of more complex video projects. With a small amount of guidance on shooting primary and secondary footage and an overview of basic interview skills, students are self-motivated to identify the learning themes with which they resonate most strongly and record their footage in a way that is true to their own experience. The South Central Climate Science Center (SC-CSC) is one of eight regional centers formed by the U.S. Department of the Interior in order to provide decision makers with the science, tools, and information they need to address the impacts of climate variability and change on their areas of responsibility. An important component of this mission is to innovate in the areas of translational science and science communication. This presentation will highlight how the SC-CSC used student-driven video projects to document our Early Career Researcher Workshop and our Undergraduate Internship for Underrepresented Minorities. These projects equipped the students with critical thinking and project management skills, while also providing a finished product that the SC-CSC can use for future outreach purposes.

Knowledge networking on Sociology: network analysis of blogs, YouTube videos and tweets about Sociology

Directory of Open Access Journals (Sweden)

Julián Cárdenas

2017-06-01

Full Text Available While mainstream scientific knowledge production have been widely studied in recent years with the development of scientometrics and bibliometrics, an emergent number of studies have focused on alternative sources of production and dissemination of knowledge such as blogs, YouTube videos and comments on Twitter. These online sources of knowledge become relevant in fields such as Sociology, where some academics seek to bring the sociological knowledge to the general population. To explore which knowledge on Sociology is produced and disseminated, and how is organized in these online sources, we analyze the knowledge networking of blogs, YouTube videos and tweets on Twitter using network analysis approach. Specifically, the present research analyzes the hyperlink network of the main blogs on Sociology, the networks of tags used to classify videos on Sociology hosted on YouTube, and the network of hashtags linked to #sociología on Twitter. The main results point out the existence of a cohesive and strongly connected community of blogs on Sociology, the very low presence of YouTube videos on Sociology in Spanish, and Sociology on Twitter is linked to others social sciences, classical scholars and social media

YouTube Videos as a Source of Information About Clinical Trials: Observational Study.

Science.gov (United States)

Hillyer, Grace Clarke; MacLean, Sarah A; Beauchemin, Melissa; Basch, Corey H; Schmitt, Karen M; Segall, Leslie; Kelsen, Moshe; Brogan, Frances L; Schwartz, Gary K

2018-06-26

Clinical trials are essential to the advancement of cancer treatment but fewer than 5% of adult cancer patients enroll in a trial. A commonly cited barrier to participation is the lack of understanding about clinical trials. Since the internet is a popular source of health-related information and YouTube is the second most visited website in the world, we examined the content of the top 115 YouTube videos about clinical trials to evaluate clinical trial information available through this medium. YouTube videos posted prior to March 2017 were searched using selected keywords. A snowballing technique was used to identify videos wherein sequential screening of the autofill search results for each set of keywords was conducted. Video characteristics (eg, number of views and video length) were recorded. The content was broadly grouped as related to purpose, phases, design, safety and ethics, and participant considerations. Stepwise multivariable logistic regression analysis was conducted to assess associations between video type (cancer vs noncancer) and video characteristics and content. In total, 115 videos were reviewed. Of these, 46/115 (40.0%) were cancer clinical trials videos and 69/115 (60.0%) were noncancer/general clinical trial videos. Most videos were created by health care organizations/cancer centers (34/115, 29.6%), were oriented toward patients (67/115, 58.3%) and the general public (68/115, 59.1%), and were informational (79/115, 68.7%); altruism was a common theme (31/115, 27.0%). Compared with noncancer videos, cancer clinical trials videos more frequently used an affective communication style and mentioned the benefits of participation. Cancer clinical trial videos were also much more likely to raise the issue of costs associated with participation (odds ratio [OR] 5.93, 95% CI 1.15-29.46) and advise patients to communicate with their physician about cancer clinical trials (OR 4.94, 95% CI 1.39-17.56). Collectively, YouTube clinical trial videos

Enhancement system of nighttime infrared video image and visible video image

Science.gov (United States)

Wang, Yue; Piao, Yan

2016-11-01

Visibility of Nighttime video image has a great significance for military and medicine areas, but nighttime video image has so poor quality that we can't recognize the target and background. Thus we enhance the nighttime video image by fuse infrared video image and visible video image. According to the characteristics of infrared and visible images, we proposed improved sift algorithm andαβ weighted algorithm to fuse heterologous nighttime images. We would deduced a transfer matrix from improved sift algorithm. The transfer matrix would rapid register heterologous nighttime images. And theαβ weighted algorithm can be applied in any scene. In the video image fusion system, we used the transfer matrix to register every frame and then used αβ weighted method to fuse every frame, which reached the time requirement soft video. The fused video image not only retains the clear target information of infrared video image, but also retains the detail and color information of visible video image and the fused video image can fluency play.

A systematic review of methods for studying consumer health YouTube videos, with implications for systematic reviews

Directory of Open Access Journals (Sweden)

Margaret Sampson

2013-09-01

Full Text Available Background. YouTube is an increasingly important medium for consumer health information – with content provided by healthcare professionals, government and non-government organizations, industry, and consumers themselves. It is a rapidly developing area of study for healthcare researchers. We examine the methods used in reviews of YouTube consumer health videos to identify trends and best practices.Methods and Materials. Published reviews of consumer-oriented health-related YouTube videos were identified through PubMed. Data extracted from these studies included type of journal, topic, characteristics of the search, methods of review including number of reviewers and method to achieve consensus between reviewers, inclusion and exclusion criteria, characteristics of the videos reported, ethical oversight, and follow-up.Results. Thirty-three studies were identified. Most were recent and published in specialty journals. Typically, these included more than 100 videos, and were examined by multiple reviewers. Most studies described characteristics of the videos, number of views, and sometime characteristics of the viewers. Accuracy of portrayal of the health issue under consideration was a common focus.Conclusion. Optimal transparency and reproducibility of studies of YouTube health-related videos can be achieved by following guidance designed for systematic review reporting, with attention to several elements specific to the video medium. Particularly when seeking to replicate consumer viewing behavior, investigators should consider the method used to select search terms, and use a snowballing rather than a sequential screening approach. Discontinuation protocols for online screening of relevance ranked search results is an area identified for further development.

A systematic review of methods for studying consumer health YouTube videos, with implications for systematic reviews

Science.gov (United States)

Cumber, Jordi; Li, Claudia; Pound, Catherine M.; Fuller, Ann; Harrison, Denise

2013-01-01

Background. YouTube is an increasingly important medium for consumer health information – with content provided by healthcare professionals, government and non-government organizations, industry, and consumers themselves. It is a rapidly developing area of study for healthcare researchers. We examine the methods used in reviews of YouTube consumer health videos to identify trends and best practices. Methods and Materials. Published reviews of consumer-oriented health-related YouTube videos were identified through PubMed. Data extracted from these studies included type of journal, topic, characteristics of the search, methods of review including number of reviewers and method to achieve consensus between reviewers, inclusion and exclusion criteria, characteristics of the videos reported, ethical oversight, and follow-up. Results. Thirty-three studies were identified. Most were recent and published in specialty journals. Typically, these included more than 100 videos, and were examined by multiple reviewers. Most studies described characteristics of the videos, number of views, and sometime characteristics of the viewers. Accuracy of portrayal of the health issue under consideration was a common focus. Conclusion. Optimal transparency and reproducibility of studies of YouTube health-related videos can be achieved by following guidance designed for systematic review reporting, with attention to several elements specific to the video medium. Particularly when seeking to replicate consumer viewing behavior, investigators should consider the method used to select search terms, and use a snowballing rather than a sequential screening approach. Discontinuation protocols for online screening of relevance ranked search results is an area identified for further development. PMID:24058879

A systematic review of methods for studying consumer health YouTube videos, with implications for systematic reviews.

Science.gov (United States)

Sampson, Margaret; Cumber, Jordi; Li, Claudia; Pound, Catherine M; Fuller, Ann; Harrison, Denise

2013-01-01

Background. YouTube is an increasingly important medium for consumer health information - with content provided by healthcare professionals, government and non-government organizations, industry, and consumers themselves. It is a rapidly developing area of study for healthcare researchers. We examine the methods used in reviews of YouTube consumer health videos to identify trends and best practices. Methods and Materials. Published reviews of consumer-oriented health-related YouTube videos were identified through PubMed. Data extracted from these studies included type of journal, topic, characteristics of the search, methods of review including number of reviewers and method to achieve consensus between reviewers, inclusion and exclusion criteria, characteristics of the videos reported, ethical oversight, and follow-up. Results. Thirty-three studies were identified. Most were recent and published in specialty journals. Typically, these included more than 100 videos, and were examined by multiple reviewers. Most studies described characteristics of the videos, number of views, and sometime characteristics of the viewers. Accuracy of portrayal of the health issue under consideration was a common focus. Conclusion. Optimal transparency and reproducibility of studies of YouTube health-related videos can be achieved by following guidance designed for systematic review reporting, with attention to several elements specific to the video medium. Particularly when seeking to replicate consumer viewing behavior, investigators should consider the method used to select search terms, and use a snowballing rather than a sequential screening approach. Discontinuation protocols for online screening of relevance ranked search results is an area identified for further development.

Illustrating Geology With Customized Video in Introductory Geoscience Courses

Science.gov (United States)

Magloughlin, J. F.

2008-12-01

For the past several years, I have been creating short videos for use in large-enrollment introductory physical geology classes. The motivation for this project included 1) lack of appropriate depth in existing videos, 2) engagement of non-science students, 3) student indifference to traditional textbooks, 4) a desire to share the visual splendor of geology through virtual field trips, and 5) a desire to meld photography, animation, narration, and videography in self-contained experiences. These (HD) videos are information-intensive but short, allowing a focus on relatively narrow topics from numerous subdisciplines, incorporation into lectures to help create variety while minimally interrupting flow and holding students' attention, and manageable file sizes. Nearly all involve one or more field locations, including sites throughout the western and central continental U.S., as well as Hawaii, Italy, New Zealand, and Scotland. The limited scope of the project and motivations mentioned preclude a comprehensive treatment of geology. Instead, videos address geologic processes, locations, features, and interactions with humans. The videos have been made available via DVD and on-line streaming. Such a project requires an array of video and audio equipment and software, a broad knowledge of geology, very good computing power, adequate time, creativity, a substantial travel budget, liability insurance, elucidation of the separation (or non-separation) between such a project and other responsibilities, and, preferably but not essentially, the support of one's supervisor or academic unit. Involving students in such projects entails risks, but involving necessary technical expertise is virtually unavoidable. In my own courses, some videos are used in class and/or made available on-line as simply another aspect of the educational experience. Student response has been overwhelmingly positive, particularly when expectations of students regarding the content of the videos is made

Recent advances in intelligent image search and video retrieval

CERN Document Server

2017-01-01

This book initially reviews the major feature representation and extraction methods and effective learning and recognition approaches, which have broad applications in the context of intelligent image search and video retrieval. It subsequently presents novel methods, such as improved soft assignment coding, Inheritable Color Space (InCS) and the Generalized InCS framework, the sparse kernel manifold learner method, the efficient Support Vector Machine (eSVM), and the Scale-Invariant Feature Transform (SIFT) features in multiple color spaces. Lastly, the book presents clothing analysis for subject identification and retrieval, and performance evaluation methods of video analytics for traffic monitoring. Digital images and videos are proliferating at an amazing speed in the fields of science, engineering and technology, media and entertainment. With the huge accumulation of such data, keyword searches and manual annotation schemes may no longer be able to meet the practical demand for retrieving relevant conte...

A Big Video Manifesto

DEFF Research Database (Denmark)

Mcilvenny, Paul Bruce; Davidsen, Jacob

2017-01-01

and beautiful visualisations. However, we also need to ask what the tools of big data can do both for the Humanities and for more interpretative approaches and methods. Thus, we prefer to explore how the power of computation, new sensor technologies and massive storage can also help with video-based qualitative......For the last few years, we have witnessed a hype about the potential results and insights that quantitative big data can bring to the social sciences. The wonder of big data has moved into education, traffic planning, and disease control with a promise of making things better with big numbers...

Reviews in instructional video

NARCIS (Netherlands)

van der Meij, Hans

2017-01-01

This study investigates the effectiveness of a video tutorial for software training whose construction was based on a combination of insights from multimedia learning and Demonstration-Based Training. In the videos, a model of task performance was enhanced with instructional features that were

Integrative, Interdisciplinary Learning in Bermuda Through Video Projects

Science.gov (United States)

Fox, R. J.; Connaughton, M.

2017-12-01

Understanding an ecosystem and how humans impact it requires a multidisciplinary perspective and immersive, experiential learning is an exceptional way to achieve understanding. In summer 2017 we took 18 students to the Bermuda Institute of Ocean Sciences (BIOS) as part of a Washington College two-week, four-credit summer field course. We took a multi-disciplinary approach in choosing the curriculum. We focused on the ecology of the islands and surrounding coral reefs as well as the environmental impacts humans are having on the islands. Additionally, we included geology and both local and natural history. Our teaching was supplemented by the BIOS staff and local tour guides. The student learning was integrated and reinforced through student-led video projects. Groups of three students were tasked with creating a 5-7 minute video appropriate for a public audience. We selected video topics based upon locations we would visit in the first week and topics were randomly assigned. The project intention was for the students to critically analyze and evaluate an area of Bermuda that is a worthwhile tourist destination. Students presented why a tourist should visit a locale, the area's ecological distinctiveness and complexity, the impact humans are having, and ways tourists can foster stewardship of that locale. These projects required students to learn how to make and edit videos, collaborate with peers, communicate a narrative to the public, integrate multi-disciplinary topics for a clear, whole-system perspective, observe the environment from a critical viewpoint, and interview local experts. The students produced the videos within the two-week period, and we viewed the videos as a group on the last day. The students worked hard, were proud of their final products, and produced excellent videos. They enjoyed the process, which provided them opportunities to collaborate, show individual strengths, be creative, and work independently of the instructors.

Multimodal Feature Learning for Video Captioning

Directory of Open Access Journals (Sweden)

Sujin Lee

2018-01-01

Full Text Available Video captioning refers to the task of generating a natural language sentence that explains the content of the input video clips. This study proposes a deep neural network model for effective video captioning. Apart from visual features, the proposed model learns additionally semantic features that describe the video content effectively. In our model, visual features of the input video are extracted using convolutional neural networks such as C3D and ResNet, while semantic features are obtained using recurrent neural networks such as LSTM. In addition, our model includes an attention-based caption generation network to generate the correct natural language captions based on the multimodal video feature sequences. Various experiments, conducted with the two large benchmark datasets, Microsoft Video Description (MSVD and Microsoft Research Video-to-Text (MSR-VTT, demonstrate the performance of the proposed model.

Blending vertical and web results: A case study using video intent

NARCIS (Netherlands)

Lefortier, D.; Serdyukov, P.; Romanenko, F.; de Rijke, M.; de Rijke, M.; Kenter, T.; de Vries, A.P.; Zhai, C.X.; de Jong, F.; Radinsky, K.; Hofmann, K.

2014-01-01

Modern search engines aggregate results from specialized verticals into the Web search results. We study a setting where vertical and Web results are blended into a single result list, a setting that has not been studied before. We focus on video intent and present a detailed observational study of

Evaluating design-based formative assessment practices in outdoor science teaching

DEFF Research Database (Denmark)

Hartmeyer, Rikke; Stevenson, Matthew Peter; Bentsen, Peter

2016-01-01

Background and purpose: Research in formative assessment often pays close attention to the strategies which can be used by teachers. However, less emphasis in the literature seems to have been paid to study the application of formative assessment designs in practice. In this paper, we argue...... that a formative assessment design that we call Eva-Mapping, which is developed on the principles of design-based research, can be a productive starting point for disseminating and further developing formative assessment practices in outdoor science teaching. Sample, design and methods: We conducted an evaluation...... of the design, based on video-elicited focus group interviews with two groups of experienced science teachers. Both groups consisted of teachers who taught science outside the classroom on a regular basis. These groups watched identical video sequences which were recorded during lessons in which teachers...

The impact of prolonged violent video-gaming on adolescent sleep: an experimental study.

Science.gov (United States)

King, Daniel L; Gradisar, Michael; Drummond, Aaron; Lovato, Nicole; Wessel, Jason; Micic, Gorica; Douglas, Paul; Delfabbro, Paul

2013-04-01

Video-gaming is an increasingly prevalent activity among children and adolescents that is known to influence several areas of emotional, cognitive and behavioural functioning. Currently there is insufficient experimental evidence about how extended video-game play may affect adolescents' sleep. The aim of this study was to investigate the short-term impact of adolescents' prolonged exposure to violent video-gaming on sleep. Seventeen male adolescents (mean age = 16 ± 1 years) with no current sleep difficulties played a novel, fast-paced, violent video-game (50 or 150 min) before their usual bedtime on two different testing nights in a sleep laboratory. Objective (polysomnography-measured sleep and heart rate) and subjective (single-night sleep diary) measures were obtained to assess the arousing effects of prolonged gaming. Compared with regular gaming, prolonged gaming produced decreases in objective sleep efficiency (by 7 ± 2%, falling below 85%) and total sleep time (by 27 ± 12 min) that was contributed by a near-moderate reduction in rapid eye movement sleep (Cohen's d = 0.48). Subjective sleep-onset latency significantly increased by 17 ± 8 min, and there was a moderate reduction in self-reported sleep quality after prolonged gaming (Cohen's d = 0.53). Heart rate did not differ significantly between video-gaming conditions during pre-sleep game-play or the sleep-onset phase. Results provide evidence that prolonged video-gaming may cause clinically significant disruption to adolescent sleep, even when sleep after video-gaming is initiated at normal bedtime. However, physiological arousal may not necessarily be the mechanism by which technology use affects sleep. © 2012 European Sleep Research Society.

Augmented video viewing: transforming video consumption into an active experience

OpenAIRE

WIJNANTS, Maarten; Leën, Jeroen; QUAX, Peter; LAMOTTE, Wim

2014-01-01

Traditional video productions fail to cater to the interactivity standards that the current generation of digitally native customers have become accustomed to. This paper therefore advertises the \\activation" of the video consumption process. In particular, it proposes to enhance HTML5 video playback with interactive features in order to transform video viewing into a dynamic pastime. The objective is to enable the authoring of more captivating and rewarding video experiences for end-users. T...

Attitudes to and implementation of video interpretation in a Danish hospital: A cross-sectional study.

Science.gov (United States)

Mottelson, Ida Nygaard; Sodemann, Morten; Nielsen, Dorthe Susanne

2018-03-01

Immigrants, refugees, and their descendants comprise 12% of Denmark's population. Some of these people do not speak or understand Danish well enough to communicate with the staff in a healthcare setting and therefore need interpreter services. Interpretation through video conferencing equipment (video interpretation) is frequently used and creates a forum where the interpreter is not physically present in the medical consultation. The aim of this study was to investigate the attitudes to and experiences with video interpretation among charge nurses in a Danish university hospital. An electronic questionnaire was sent to 99 charge nurses. The questionnaire comprised both closed and open-ended questions. The answers were analysed using descriptive statistics and thematic text condensation. Of the 99 charge nurses, 78 (79%) completed the questionnaire. Most charge nurses, 21 (91%) of the daily/monthly users, and 21 (72%) of the monthly/yearly users, said that video interpretation increased the quality of their conversations with patients. A total of 19 (24%) departments had not used video interpretation within the last 12 months. The more the charge nurses used video interpretation, the more satisfied they were. Most of the charge nurses using video interpretation expressed satisfaction with the technology and found it easy to use. Some charge nurses are still content to allow family or friends to interpret. To reach its full potential, video interpretation technology has to be reliable and easily accessible for any consultation, including at the bedside.

Women as Video Game Consumers

OpenAIRE

Kiviranta, Hanna

2017-01-01

The purpose of this Thesis is to study women as video game consumers through the games that they play. This was done by case studies on the content of five video games from genres that statistically are popular amongst women. To introduce the topic and to build the theoretical framework, the key terms and the video game industry are introduced. The reader is acquainted with theories on consumer behaviour, buying processes and factors that influence our consuming habits. These aspects are...

Gender and video games: How is female gender generally represented in various genres of video games?

OpenAIRE

Xeniya Kondrat

2015-01-01

Gender representation in video games is a current sensitive topic in entertainment media. Gender studies in video games look at the difference between the portrayal of female and male characters. Most video games tend to over-represent stereotypes and in general use extensive violence and cruelty (Maietti, 2008). Some video games use wrong, disrespectful and sometimes even violent representations of both genders. This research paper focuses on the current representation of female gender in vi...

Video Games and Children. ERIC Digest.

Science.gov (United States)

Cesarone, Bernard

This digest examines data on video game use by children, explains ratings of video game violence, and reviews research on the effects of video games on children and adolescents. A recent study of seventh and eighth graders found that 65% of males and 57% of females played 1 to 6 hours of video games at home per week, and 38% of males and 16% of…

Using Active Video Games for Physical Activity Promotion: A Systematic Review of the Current State of Research

Science.gov (United States)

Peng, Wei; Crouse, Julia C.; Lin, Jih-Hsuan

2013-01-01

This systematic review evaluates interventions using active video games (AVGs) to increase physical activity and summarizes laboratory studies quantifying intensity of AVG play among children and adults. Databases (Cochrane Library, PsychInfo, PubMed, SPORTDiscus, Web of Science) and forward citation and reference list searches were used to…

Neural Basis of Video Gaming: A Systematic Review

Science.gov (United States)

Palaus, Marc; Marron, Elena M.; Viejo-Sobera, Raquel; Redolar-Ripoll, Diego

2017-01-01

Background: Video gaming is an increasingly popular activity in contemporary society, especially among young people, and video games are increasing in popularity not only as a research tool but also as a field of study. Many studies have focused on the neural and behavioral effects of video games, providing a great deal of video game derived brain correlates in recent decades. There is a great amount of information, obtained through a myriad of methods, providing neural correlates of video games. Objectives: We aim to understand the relationship between the use of video games and their neural correlates, taking into account the whole variety of cognitive factors that they encompass. Methods: A systematic review was conducted using standardized search operators that included the presence of video games and neuro-imaging techniques or references to structural or functional brain changes. Separate categories were made for studies featuring Internet Gaming Disorder and studies focused on the violent content of video games. Results: A total of 116 articles were considered for the final selection. One hundred provided functional data and 22 measured structural brain changes. One-third of the studies covered video game addiction, and 14% focused on video game related violence. Conclusions: Despite the innate heterogeneity of the field of study, it has been possible to establish a series of links between the neural and cognitive aspects, particularly regarding attention, cognitive control, visuospatial skills, cognitive workload, and reward processing. However, many aspects could be improved. The lack of standardization in the different aspects of video game related research, such as the participants' characteristics, the features of each video game genre and the diverse study goals could contribute to discrepancies in many related studies. PMID:28588464

Neural Basis of Video Gaming: A Systematic Review

Directory of Open Access Journals (Sweden)

Marc Palaus

2017-05-01

Full Text Available Background: Video gaming is an increasingly popular activity in contemporary society, especially among young people, and video games are increasing in popularity not only as a research tool but also as a field of study. Many studies have focused on the neural and behavioral effects of video games, providing a great deal of video game derived brain correlates in recent decades. There is a great amount of information, obtained through a myriad of methods, providing neural correlates of video games.Objectives: We aim to understand the relationship between the use of video games and their neural correlates, taking into account the whole variety of cognitive factors that they encompass.Methods: A systematic review was conducted using standardized search operators that included the presence of video games and neuro-imaging techniques or references to structural or functional brain changes. Separate categories were made for studies featuring Internet Gaming Disorder and studies focused on the violent content of video games.Results: A total of 116 articles were considered for the final selection. One hundred provided functional data and 22 measured structural brain changes. One-third of the studies covered video game addiction, and 14% focused on video game related violence.Conclusions: Despite the innate heterogeneity of the field of study, it has been possible to establish a series of links between the neural and cognitive aspects, particularly regarding attention, cognitive control, visuospatial skills, cognitive workload, and reward processing. However, many aspects could be improved. The lack of standardization in the different aspects of video game related research, such as the participants' characteristics, the features of each video game genre and the diverse study goals could contribute to discrepancies in many related studies.

Neural Basis of Video Gaming: A Systematic Review.

Science.gov (United States)

Palaus, Marc; Marron, Elena M; Viejo-Sobera, Raquel; Redolar-Ripoll, Diego

2017-01-01

Background: Video gaming is an increasingly popular activity in contemporary society, especially among young people, and video games are increasing in popularity not only as a research tool but also as a field of study. Many studies have focused on the neural and behavioral effects of video games, providing a great deal of video game derived brain correlates in recent decades. There is a great amount of information, obtained through a myriad of methods, providing neural correlates of video games. Objectives: We aim to understand the relationship between the use of video games and their neural correlates, taking into account the whole variety of cognitive factors that they encompass. Methods: A systematic review was conducted using standardized search operators that included the presence of video games and neuro-imaging techniques or references to structural or functional brain changes. Separate categories were made for studies featuring Internet Gaming Disorder and studies focused on the violent content of video games. Results: A total of 116 articles were considered for the final selection. One hundred provided functional data and 22 measured structural brain changes. One-third of the studies covered video game addiction, and 14% focused on video game related violence. Conclusions: Despite the innate heterogeneity of the field of study, it has been possible to establish a series of links between the neural and cognitive aspects, particularly regarding attention, cognitive control, visuospatial skills, cognitive workload, and reward processing. However, many aspects could be improved. The lack of standardization in the different aspects of video game related research, such as the participants' characteristics, the features of each video game genre and the diverse study goals could contribute to discrepancies in many related studies.

Science Teachers' Misconceptions in Science and Engineering Distinctions: Reflections on Modern Research Examples

Science.gov (United States)

Antink-Meyer, Allison; Meyer, Daniel Z.

2016-10-01

The aim of this exploratory study was to learn about the misconceptions that may arise for elementary and high school science teachers in their reflections on science and engineering practice. Using readings and videos of real science and engineering work, teachers' reflections were used to uncover the underpinnings of their understandings. This knowledge ultimately provides information about supporting professional development (PD) for science teachers' knowledge of engineering. Six science teachers (two elementary and four high school teachers) participated in the study as part of an online PD experience. Cunningham and Carlsen's (Journal of Science Teacher Education 25:197-210, 2014) relative emphases of science and engineering practices were used to frame the design of PD activities and the analyses of teachers' views. Analyses suggest misconceptions within the eight practices of science and engineering from the US Next Generation Science Standards in four areas. These are that: (1) the nature of the practices in both science and engineering research is determined by the long-term implications of the research regardless of the nature of the immediate work, (2) engineering and science are hierarchical, (3) creativity is inappropriate, and (4) research outcomes cannot be processes. We discuss the nature of these understandings among participants and the implications for engineering education PD for science teachers.

Video-based multimedia designs: A research study testing learning effectiveness

Directory of Open Access Journals (Sweden)

David Reiss

2008-05-01

Full Text Available This paper summarizes research conducted on three computer-based video models’ effectiveness for learning based on memory and comprehension. In this quantitative study, a two-minute video presentation was created and played back in three different types of media players, for a sample of eighty-seven college freshman. The three players evaluated include a standard QuickTime video/audio player, a QuickTime player with embedded triggers that launched HTML-based study guide pages, and a Macromedia Flash-based video/audio player with a text field, with user activated links to the study guides as well as other interactive on-line resources. An assumption guiding this study was that the enhanced designs presenting different types of related information would reinforce the material and produce better comprehension and retention. However, findings indicate that the standard video player was the most effective overall, which suggests that media designs able to control the focus of a learner’s attention to one specific stream of information, a single-stream focused approach, may be the most effective way to present media-based content. Résumé: Cet article résume une étude vérifiant l’efficacité de l’apprentissage basé sur la mémorisation et la compréhension, conduite à partir de trois modèles basés sur la vidéo informatisée. Dans cette étude quantitative, une vidéo de deux minutes a été créée et lue sur trois types de lecteurs différents, pour un échantillon de 87 étudiants universitaires de première année. Les trois lecteurs évalués comprenaient un lecteur standard audio/vidéo Quicktime, un lecteur Quicktime avec déclencheurs intégrés qui lançait un guide d’étude en HTML, et un lecteur audio/vidéo Flash Macromedia avec un champ texte, comprenant des liens activés par l’usager vers des guides d’étude et d’autres ressources interactives en ligne. Une supposition guidant cette étude était que les designs

Video Game Training and the Reward System

Directory of Open Access Journals (Sweden)

Robert C. Lorenz

2015-02-01

Full Text Available Video games contain elaborate reinforcement and reward schedules that have the potential to maximize motivation. Neuroimaging studies suggest that video games might have an influence on the reward system. However, it is not clear whether reward-related properties represent a precondition, which biases an individual towards playing video games, or if these changes are the result of playing video games. Therefore, we conducted a longitudinal study to explore reward-related functional predictors in relation to video gaming experience as well as functional changes in the brain in response to video game training.Fifty healthy participants were randomly assigned to a video game training (TG or control group (CG. Before and after training/control period, functional magnetic resonance imaging (fMRI was conducted using a non-video game related reward task.At pretest, both groups showed strongest activation in ventral striatum (VS during reward anticipation. At posttest, the TG showed very similar VS activity compared to pretest. In the CG, the VS activity was significantly attenuated.This longitudinal study revealed that video game training may preserve reward responsiveness in the ventral striatum in a retest situation over time. We suggest that video games are able to keep striatal responses to reward flexible, a mechanism which might be of critical value for applications such as therapeutic cognitive training.

Video game training and the reward system

Science.gov (United States)

Lorenz, Robert C.; Gleich, Tobias; Gallinat, Jürgen; Kühn, Simone

2015-01-01

Video games contain elaborate reinforcement and reward schedules that have the potential to maximize motivation. Neuroimaging studies suggest that video games might have an influence on the reward system. However, it is not clear whether reward-related properties represent a precondition, which biases an individual toward playing video games, or if these changes are the result of playing video games. Therefore, we conducted a longitudinal study to explore reward-related functional predictors in relation to video gaming experience as well as functional changes in the brain in response to video game training. Fifty healthy participants were randomly assigned to a video game training (TG) or control group (CG). Before and after training/control period, functional magnetic resonance imaging (fMRI) was conducted using a non-video game related reward task. At pretest, both groups showed strongest activation in ventral striatum (VS) during reward anticipation. At posttest, the TG showed very similar VS activity compared to pretest. In the CG, the VS activity was significantly attenuated. This longitudinal study revealed that video game training may preserve reward responsiveness in the VS in a retest situation over time. We suggest that video games are able to keep striatal responses to reward flexible, a mechanism which might be of critical value for applications such as therapeutic cognitive training. PMID:25698962

Effect of Computer-Based Video Games on Children: An Experimental Study

Science.gov (United States)

Chuang, Tsung-Yen; Chen, Wei-Fan

2009-01-01

This experimental study investigated whether computer-based video games facilitate children's cognitive learning. In comparison to traditional computer-assisted instruction (CAI), this study explored the impact of the varied types of instructional delivery strategies on children's learning achievement. One major research null hypothesis was…

Video game access, parental rules, and problem behavior: a study of boys with autism spectrum disorder.

Science.gov (United States)

Engelhardt, Christopher R; Mazurek, Micah O

2014-07-01

Environmental correlates of problem behavior among individuals with autism spectrum disorder remain relatively understudied. The current study examined the contribution of in-room (i.e. bedroom) access to a video game console as one potential correlate of problem behavior among a sample of 169 boys with autism spectrum disorder (ranging from 8 to 18 years of age). Parents of these children reported on (1) whether they had specific rules regulating their child's video game use, (2) whether their child had in-room access to a variety of screen-based media devices (television, computer, and video game console), and (3) their child's oppositional behaviors. Multivariate regression models showed that in-room access to a video game console predicted oppositional behavior while controlling for in-room access to other media devices (computer and television) and relevant variables (e.g. average number of video game hours played per day). Additionally, the association between in-room access to a video game console and oppositional behavior was particularly large when parents reported no rules on their child's video game use. The current findings indicate that both access and parental rules regarding video games warrant future experimental and longitudinal research as they relate to problem behavior in boys with autism spectrum disorder. © The Author(s) 2013.

Video games do affect social outcomes: a meta-analytic review of the effects of violent and prosocial video game play.

Science.gov (United States)

Greitemeyer, Tobias; Mügge, Dirk O

2014-05-01

Whether video game play affects social behavior is a topic of debate. Many argue that aggression and helping are affected by video game play, whereas this stance is disputed by others. The present research provides a meta-analytical test of the idea that depending on their content, video games do affect social outcomes. Data from 98 independent studies with 36,965 participants revealed that for both violent video games and prosocial video games, there was a significant association with social outcomes. Whereas violent video games increase aggression and aggression-related variables and decrease prosocial outcomes, prosocial video games have the opposite effects. These effects were reliable across experimental, correlational, and longitudinal studies, indicating that video game exposure causally affects social outcomes and that there are both short- and long-term effects.

Optimal use of video for teaching the practical implications of studying business information systems

DEFF Research Database (Denmark)

Fog, Benedikte; Ulfkjær, Jacob Kanneworff Stigsen; Schlichter, Bjarne Rerup

that video should be introduced early during a course to prevent students’ misconceptions of working with business information systems, as well as to increase motivation and comprehension within the academic area. It is also considered of importance to have a trustworthy person explaining the practical......The study of business information systems has become increasingly important in the Digital Economy. However, it has been found that students have difficulties understanding the practical implications thereof and this leads to a motivational decreases. This study aims to investigate how to optimize...... not sufficiently reflect the theoretical recommendations of using video optimally in a management education. It did not comply with the video learning sequence as introduced by Marx and Frost (1998). However, it questions if the level of cognitive orientation activities can become too extensive. It finds...

Video Game Vocabulary : The effect of video games on Swedish learners‟ word comprehension

OpenAIRE

Laveborn, Joel

2009-01-01

Video games are very popular among children in the Western world. This study was done in order to investigate if video games had an effect on 49 Swedish students‟ comprehension of English words (grades 7-8). The investigation was based on questionnaire and word test data. The questionnaire aimed to measure with which frequency students were playing video games, and the word test aimed to measure their word comprehension in general. In addition, data from the word test were used to investigate...

Experimental study of the differential effects of playing versus watching violent video games on children's aggressive behavior.

Science.gov (United States)

Polman, Hanneke; de Castro, Bram Orobio; van Aken, Marcel A G

2008-01-01

There is great concern about the effects of playing violent video games on aggressive behavior. The present experimental study was aimed at investigating the differential effects of actively playing vs. passively watching the same violent video game on subsequent aggressive behavior. Fifty-seven children aged 10-13 either played a violent video game (active violent condition), watched the same violent video game (passive violent condition), or played a non-violent video game (active non-violent condition). Aggression was measured through peer nominations of real-life aggressive incidents during a free play session at school. After the active participation of actually playing the violent video game, boys behaved more aggressively than did the boys in the passive game condition. For girls, game condition was not related to aggression. These findings indicate that, specifically for boys, playing a violent video game should lead to more aggression than watching television violence. Copyright 2007 Wiley-Liss, Inc.

Professional Development for Rural and Remote Teachers Using Video Conferencing

Science.gov (United States)

Maher, Damian; Prescott, Anne

2017-01-01

Teachers in rural and remote schools face many challenges including those relating to distance, isolation and lack of professional development opportunities. This article examines a project where mathematics and science teachers were provided with professional development opportunities via video conferencing to help them use syllabus documents to…

Game Transfer Phenomena in video game playing: a qualitative interview study

OpenAIRE

Ortiz de Gortari, AB; Aronsson, K; Griffiths, MD

2011-01-01

Video game playing is a popular activity and its enjoyment among frequent players has been associated with absorption and immersion experiences. This paper examines how immersion in the video game environment can influence the player during the game and afterwards (including fantasies, thoughts, and actions). This is what we describe as Game Transfer Phenomena (GTP). GTP occurs when video game elements are associated with real life elements triggering subsequent thoughts, sensations and/or pl...

Gaming Science: The Gamification of Scientific Thinking

Directory of Open Access Journals (Sweden)

Bradley eMorris

2013-09-01

Full Text Available Science is critically important for advancing economics, health, and social well being in the 21st century. A scientifically literate workforce is one that is well suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness.

Automated Video Surveillance for the Study of Marine Mammal Behavior and Cognition

Directory of Open Access Journals (Sweden)

Jeremy Karnowski

2016-11-01

Full Text Available Systems for detecting and tracking social marine mammals, including dolphins, can provide data to help explain their social dynamics, predict their behavior, and measure the impact of human interference. Data collected from video surveillance methods can be consistently and systematically sampled for studies of behavior, and frame-by-frame analyses can uncover insights impossible to observe from real-time, freely occurring natural behavior. Advances in boat-based, aerial, and underwater recording platforms provide opportunities to document the behavior of marine mammals and create massive datasets. The use of human experts to detect, track, identify individuals, and recognize activity in video demands significant time and financial investment. This paper examines automated methods designed to analyze large video corpora containing marine mammals. While research is converging on best solutions for some automated tasks, particularly detection and classification, many research domains are ripe for exploration.

Are Video Games a Gateway to Gambling? A Longitudinal Study Based on a Representative Norwegian Sample.

Science.gov (United States)

Molde, Helge; Holmøy, Bjørn; Merkesdal, Aleksander Garvik; Torsheim, Torbjørn; Mentzoni, Rune Aune; Hanns, Daniel; Sagoe, Dominic; Pallesen, Ståle

2018-06-05

The scope and variety of video games and monetary gambling opportunities are expanding rapidly. In many ways, these forms of entertainment are converging on digital and online video games and gambling sites. However, little is known about the relationship between video gaming and gambling. The present study explored the possibility of a directional relationship between measures of problem gaming and problem gambling, while also controlling for the influence of sex and age. In contrast to most previous investigations which are based on cross-sectional designs and non-representative samples, the present study utilized a longitudinal design conducted over 2 years (2013, 2015) and comprising 4601 participants (males 47.2%, age range 16-74) drawn from a random sample from the general population. Video gaming and gambling were assessed using the Gaming Addiction Scale for Adolescents and the Canadian Problem Gambling Index, respectively. Using an autoregressive cross-lagged structural equation model, we found a positive relationship between scores on problematic gaming and later scores on problematic gambling, whereas we found no evidence of the reverse relationship. Hence, video gaming problems appear to be a gateway behavior to problematic gambling behavior. In future research, one should continue to monitor the possible reciprocal behavioral influences between gambling and video gaming.

Learning Science through Creating a `Slowmation': A case study of preservice primary teachers

Science.gov (United States)

Hoban, Garry; Nielsen, Wendy

2013-01-01

Many preservice primary teachers have inadequate science knowledge, which often limits their confidence in implementing the subject. This paper proposes a new way for preservice teachers to learn science by designing and making a narrated stop-motion animation as an instructional resource to explain a science concept. In this paper, a simplified way for preservice teachers to design and make an animation called 'slowmation' (abbreviated from 'slow animation') is exemplified. A case study of three preservice primary teachers creating one from start to finish over 2 h was conducted to address the following research question: How do the preservice primary teachers create a slowmation and how does this process influence their science learning? The method of inquiry used a case study design involving pre- and post-individual interviews in conjunction with a discourse analysis of video and audio data recorded as they created a slowmation. The data illustrate how the preservice teachers' science learning was related to their prior knowledge and how they iteratively revisited the content through the construction of five representations as a cumulative semiotic progression: (i) research notes; (ii) storyboard; (iii) models; (iv) digital photographs; culminating in (v) the narrated animation. This progression enabled the preservice teachers to revisit the content in each representation and make decisions about which modes to use and promoted social interaction. Creating a slowmation facilitated the preservice teachers' learning about the life cycle of a ladybird beetle and revised their alternative conceptions.

Multi-Task Video Captioning with Video and Entailment Generation

OpenAIRE

Pasunuru, Ramakanth; Bansal, Mohit

2017-01-01

Video captioning, the task of describing the content of a video, has seen some promising improvements in recent years with sequence-to-sequence models, but accurately learning the temporal and logical dynamics involved in the task still remains a challenge, especially given the lack of sufficient annotated data. We improve video captioning by sharing knowledge with two related directed-generation tasks: a temporally-directed unsupervised video prediction task to learn richer context-aware vid...

Video Quality Prediction Models Based on Video Content Dynamics for H.264 Video over UMTS Networks

Directory of Open Access Journals (Sweden)

Asiya Khan

2010-01-01

Full Text Available The aim of this paper is to present video quality prediction models for objective non-intrusive, prediction of H.264 encoded video for all content types combining parameters both in the physical and application layer over Universal Mobile Telecommunication Systems (UMTS networks. In order to characterize the Quality of Service (QoS level, a learning model based on Adaptive Neural Fuzzy Inference System (ANFIS and a second model based on non-linear regression analysis is proposed to predict the video quality in terms of the Mean Opinion Score (MOS. The objective of the paper is two-fold. First, to find the impact of QoS parameters on end-to-end video quality for H.264 encoded video. Second, to develop learning models based on ANFIS and non-linear regression analysis to predict video quality over UMTS networks by considering the impact of radio link loss models. The loss models considered are 2-state Markov models. Both the models are trained with a combination of physical and application layer parameters and validated with unseen dataset. Preliminary results show that good prediction accuracy was obtained from both the models. The work should help in the development of a reference-free video prediction model and QoS control methods for video over UMTS networks.

Streaming Video--The Wave of the Video Future!

Science.gov (United States)

Brown, Laura

2004-01-01

Videos and DVDs give the teachers more flexibility than slide projectors, filmstrips, and 16mm films but teachers and students are excited about a new technology called streaming. Streaming allows the educators to view videos on demand via the Internet, which works through the transfer of digital media like video, and voice data that is received…

Testimonials and Informational Videos on Branded Prescription Drug Websites: Experimental Study to Assess Influence on Consumer Knowledge and Perceptions.

Science.gov (United States)

Sullivan, Helen W; O'Donoghue, Amie C; Gard Read, Jennifer; Amoozegar, Jacqueline B; Aikin, Kathryn J; Rupert, Douglas J

2018-01-23

Direct-to-consumer (DTC) promotion of prescription drugs can affect consumer behaviors and health outcomes, and Internet drug promotion is growing rapidly. Branded drug websites often capitalize on the multimedia capabilities of the Internet by using videos to emphasize drug benefits and characteristics. However, it is unknown how such videos affect consumer processing of drug information. This study aimed to examine how videos on prescription drug websites, and the inclusion of risk information in those videos, influence consumer knowledge and perceptions. We conducted an experimental study in which online panel participants with acid reflux (n=1070) or high blood pressure (n=1055) were randomly assigned to view 1 of the 10 fictitious prescription drug websites and complete a short questionnaire. On each website, we manipulated the type of video (patient testimonial, mechanism of action animation, or none) and whether the video mentioned drug risks. Participants who viewed any video were less likely to recognize drug risks presented only in the website text (P≤.01). Including risk information in videos increased participants' recognition of the risks presented in the videos (P≤.01). However, in some cases, including risk information in videos decreased participants' recognition of the risks not presented in the videos (ie, risks presented in text only; P≤.04). Participants who viewed a video without drug risk information thought that the website placed more emphasis on benefits, compared with participants who viewed the video with drug risk information (P≤.01). Compared with participants who viewed a video without drug risk information, participants who viewed a video with drug risk information thought that the drug was less effective in the high blood pressure sample (P=.03) and thought that risks were more serious in the acid reflux sample (P=.01). There were no significant differences between risk and nonrisk video conditions on other perception

A video authentication technique

International Nuclear Information System (INIS)

Johnson, C.S.

1987-01-01

Unattended video surveillance systems are particularly vulnerable to the substitution of false video images into the cable that connects the camera to the video recorder. New technology has made it practical to insert a solid state video memory into the video cable, freeze a video image from the camera, and hold this image as long as desired. Various techniques, such as line supervision and sync detection, have been used to detect video cable tampering. The video authentication technique described in this paper uses the actual video image from the camera as the basis for detecting any image substitution made during the transmission of the video image to the recorder. The technique, designed for unattended video systems, can be used for any video transmission system where a two-way digital data link can be established. The technique uses similar microprocessor circuitry at the video camera and at the video recorder to select sample points in the video image for comparison. The gray scale value of these points is compared at the recorder controller and if the values agree within limits, the image is authenticated. If a significantly different image was substituted, the comparison would fail at a number of points and the video image would not be authenticated. The video authentication system can run as a stand-alone system or at the request of another system

More than a thousand words: Helping science speak for itself (Invited)

Science.gov (United States)

Hassol, S. J.; Somerville, R. C.; Hussin, D. R.

2013-12-01

Our community has awakened to the complex challenges of communicating about climate change when much more than the science is at issue. Our awareness now includes cultural and psychological issues, and it is critical to continue this focus. At the same time, most people still say they need more information about the science, and so we are challenged to deliver that information in more accessible and effective ways. We are experimenting with some new strategies and techniques at our website, climatecommunication.org. We recently created ten narrated, animated videos that visualize important aspects of climate science. These range from explaining the iconic Keeling Curve to addressing how we know the recent warming is human-induced, to an overview of actions that can stabilize climate affordably. These videos provide a kind of 'guided tour' through what can otherwise be difficult-to-understand scientific graphs. Through other video resources on our site, including answers to common questions and biographical videos of our science advisors, we illuminate the fascinating process of science and portray scientists as the interesting, multi-faceted people they are. This can help challenge the stereotype of scientists, and enhance trust by revealing that scientists share many values and concerns with their fellow citizens. In this talk, we explore the resources available on climatecommunication.org, and discuss our ideas for combining accurate science with effective techniques for communicating with the public.

Prevalence and Correlates of Video and Internet Gaming Addiction among Hong Kong Adolescents: A Pilot Study

OpenAIRE

Wang, Chong-Wen; Chan, Cecilia L. W.; Mak, Kwok-Kei; Ho, Sai-Yin; Wong, Paul W. C.; Ho, Rainbow T. H.

2014-01-01

This pilot study investigated the patterns of video and internet gaming habits and the prevalence and correlates of gaming addiction in Hong Kong adolescents. A total of 503 students were recruited from two secondary schools. Addictive behaviors of video and internet gaming were assessed using the Game Addiction Scale. Risk factors for gaming addiction were examined using logistical regression. An overwhelming majority of the subjects (94%) reported using video or internet games, with one in ...

Video game training and the reward system

OpenAIRE

Lorenz, R.; Gleich, T.; Gallinat, J.; Kühn, S.

2015-01-01

Video games contain elaborate reinforcement and reward schedules that have the potential to maximize motivation. Neuroimaging studies suggest that video games might have an influence on the reward system. However, it is not clear whether reward-related properties represent a precondition, which biases an individual toward playing video games, or if these changes are the result of playing video games. Therefore, we conducted a longitudinal study to explore reward-related functional predictors ...

Analisa Kinerja Jaringan Provider untuk Aplikasi Video Chatting (Studi Kasus di Daerah Marpoyan)

OpenAIRE

Danur, Jeri Dwi; ', Febrizal '

2016-01-01

Video chat is a communication that allows users to chat and can see the other person's face directly. Video chatting requires a good network to transmit audio and video data in a short time. This paper examines the performance of three mobile network provider (Provider A and Provider B Provider C) in a video chat in the area Marpoyan and the effect of time when doing video chat on the performance of each provider. The method used is the method using packet sniffing software wireshark to see Q...

The LivePhoto Physics videos and video analysis site

Science.gov (United States)

Abbott, David

2009-09-01

The LivePhoto site is similar to an archive of short films for video analysis. Some videos have Flash tools for analyzing the video embedded in the movie. Most of the videos address mechanics topics with titles like Rolling Pencil (check this one out for pedagogy and content knowledge—nicely done!), Juggler, Yo-yo, Puck and Bar (this one is an inelastic collision with rotation), but there are a few titles in other areas (E&M, waves, thermo, etc.).

Digital Video as Research Practice: Methodology for the Millennium

Science.gov (United States)

Shrum, Wesley; Duque, Ricardo; Brown, Timothy

2005-01-01

This essay has its origin in a project on the globalization of science that rediscovered the wisdom of past research practices through the technology of the future. The main argument of this essay is that a convergence of digital video technologies with practices of social surveillance portends a methodological shift towards a new variety of…

Assessing Video Games to Improve Driving Skills: A Literature Review and Observational Study

OpenAIRE

Sue, Damian; Ray, Pradeep; Talaei-Khoei, Amir; Jonnagaddala, Jitendra; Vichitvanichphong, Suchada

2014-01-01

Background For individuals, especially older adults, playing video games is a promising tool for improving their driving skills. The ease of use, wide availability, and interactivity of gaming consoles make them an attractive simulation tool. Objective The objective of this study was to look at the feasibility and effects of installing video game consoles in the homes of individuals looking to improve their driving skills. Methods A systematic literature review was conducted to assess the eff...

Ranking Highlights in Personal Videos by Analyzing Edited Videos.

Science.gov (United States)

Sun, Min; Farhadi, Ali; Chen, Tseng-Hung; Seitz, Steve

2016-11-01

We present a fully automatic system for ranking domain-specific highlights in unconstrained personal videos by analyzing online edited videos. A novel latent linear ranking model is proposed to handle noisy training data harvested online. Specifically, given a targeted domain such as "surfing," our system mines the YouTube database to find pairs of raw and their corresponding edited videos. Leveraging the assumption that an edited video is more likely to contain highlights than the trimmed parts of the raw video, we obtain pair-wise ranking constraints to train our model. The learning task is challenging due to the amount of noise and variation in the mined data. Hence, a latent loss function is incorporated to mitigate the issues caused by the noise. We efficiently learn the latent model on a large number of videos (about 870 min in total) using a novel EM-like procedure. Our latent ranking model outperforms its classification counterpart and is fairly competitive compared with a fully supervised ranking system that requires labels from Amazon Mechanical Turk. We further show that a state-of-the-art audio feature mel-frequency cepstral coefficients is inferior to a state-of-the-art visual feature. By combining both audio-visual features, we obtain the best performance in dog activity, surfing, skating, and viral video domains. Finally, we show that impressive highlights can be detected without additional human supervision for seven domains (i.e., skating, surfing, skiing, gymnastics, parkour, dog activity, and viral video) in unconstrained personal videos.

Video processing for human perceptual visual quality-oriented video coding.

Science.gov (United States)

Oh, Hyungsuk; Kim, Wonha

2013-04-01

We have developed a video processing method that achieves human perceptual visual quality-oriented video coding. The patterns of moving objects are modeled by considering the limited human capacity for spatial-temporal resolution and the visual sensory memory together, and an online moving pattern classifier is devised by using the Hedge algorithm. The moving pattern classifier is embedded in the existing visual saliency with the purpose of providing a human perceptual video quality saliency model. In order to apply the developed saliency model to video coding, the conventional foveation filtering method is extended. The proposed foveation filter can smooth and enhance the video signals locally, in conformance with the developed saliency model, without causing any artifacts. The performance evaluation results confirm that the proposed video processing method shows reliable improvements in the perceptual quality for various sequences and at various bandwidths, compared to existing saliency-based video coding methods.

Pathological video-gaming among Singaporean youth.

Science.gov (United States)

Choo, Hyekyung; Gentile, Douglas A; Sim, Timothy; Li, Dongdong; Khoo, Angeline; Liau, Albert K

2010-11-01

Increase in internet use and video-gaming contributes to public concern on pathological or obsessive play of video games among children and adolescents worldwide. Nevertheless, little is known about the prevalence of pathological symptoms in video-gaming among Singaporean youth and the psychometric properties of instruments measuring pathological symptoms in video-gaming. A total of 2998 children and adolescents from 6 primary and 6 secondary schools in Singapore responded to a comprehensive survey questionnaire on sociodemographic characteristics, video-gaming habits, school performance, somatic symptoms, various psychological traits, social functioning and pathological symptoms of video-gaming. After weighting, the survey data were analysed to determine the prevalence of pathological video-gaming among Singaporean youth and gender differences in the prevalence. The construct validity of instrument used to measure pathological symptoms of video-gaming was tested. Of all the study participants, 8.7% were classified as pathological players with more boys reporting more pathological symptoms than girls. All variables, including impulse control problem, social competence, hostility, academic performance, and damages to social functioning, tested for construct validity, were significantly associated with pathological status, providing good evidence for the construct validity of the instrument used. The prevalence rate of pathological video-gaming among Singaporean youth is comparable with that from other countries studied thus far, and gender differences are also consistent with the findings of prior research. The positive evidence of construct validity supports the potential use of the instrument for future research and clinical screening on Singapore children and adolescents' pathological video-gaming.

Headache as an Aura of Epilepsy: Video-EEG Monitoring Study.

Science.gov (United States)

Kim, Dong Wook; Sunwoo, Jun-Sang; Lee, Sang Kun

2016-04-01

Headache can be associated with epilepsy as a pre-ictal, ictal, or post-ictal phenomenon; however, studies of patients with headache as an epileptic aura are scarce. We performed the present study to investigate the incidence and characteristics of headache as an epileptic aura, via confirmation of electroencephalography (EEG) changes by video-EEG monitoring. Data of aura and clinical seizure episodes of 831 consecutive patients who undertook video-EEG monitoring were analyzed retrospectively. For patients who had headache as an aura, information on the detailed features of headache was acquired, including location, nature, duration, and the presence of accompanying symptoms. Video-recorded clinical seizures, EEG findings, and neuroimaging data were used to determine the ictal onset areas in the patients. Six out of 831 (0.7%) patients experienced headache as aura (age range, 25-52 years), all of whom had partial seizures. The incidence of pre-ictal headache was 6.3% (25/831), and post-ictal headache was 30.9% (257/831). In patients with headache as aura, five patients described headache as the most frequent aura, and headache was the second most frequent aura in one patient. The characteristics of headache were hemicrania epileptica in two patients, tension-type headache in another two patients, and migraine-like headache in the remaining two patients. No patient met the diagnostic criteria of ictal epileptic headache or migraine aura-triggered seizure. Our study showed that headache as an aura is uncommon in adult patients with epilepsy, and that headache can present as diverse features, including hemicrania epileptica, tension-type headache, and migraine-like headache. Further studies are necessary to characterize the features of headache as an epileptic aura in adult patients with epilepsy. © 2016 American Headache Society.

No Reference Video-Quality-Assessment Model for Monitoring Video Quality of IPTV Services

Science.gov (United States)

Yamagishi, Kazuhisa; Okamoto, Jun; Hayashi, Takanori; Takahashi, Akira

Service providers should monitor the quality of experience of a communication service in real time to confirm its status. To do this, we previously proposed a packet-layer model that can be used for monitoring the average video quality of typical Internet protocol television content using parameters derived from transmitted packet headers. However, it is difficult to monitor the video quality per user using the average video quality because video quality depends on the video content. To accurately monitor the video quality per user, a model that can be used for estimating the video quality per video content rather than the average video quality should be developed. Therefore, to take into account the impact of video content on video quality, we propose a model that calculates the difference in video quality between the video quality of the estimation-target video and the average video quality estimated using a packet-layer model. We first conducted extensive subjective quality assessments for different codecs and video sequences. We then model their characteristics based on parameters related to compression and packet loss. Finally, we verify the performance of the proposed model by applying it to unknown data sets different from the training data sets used for developing the model.

Video Gameplay, Personality and Academic Performance

Science.gov (United States)

Ventura, Matthew; Shute, Valerie; Kim, Yoon Jeon

2012-01-01

The relationship between video gameplay, video game genre preference, personality, and GPA was investigated in an online correlational study with university students. In addition to administering self-report measures of GPA and personality, we asked three different questions regarding styles of video gameplay. The first asked the average time…

Illusory control, gambling, and video gaming: an investigation of regular gamblers and video game players.

Science.gov (United States)

King, Daniel L; Ejova, Anastasia; Delfabbro, Paul H

2012-09-01

There is a paucity of empirical research examining the possible association between gambling and video game play. In two studies, we examined the association between video game playing, erroneous gambling cognitions, and risky gambling behaviour. One hundred and fifteen participants, including 65 electronic gambling machine (EGM) players and 50 regular video game players, were administered a questionnaire that examined video game play, gambling involvement, problem gambling, and beliefs about gambling. We then assessed each groups' performance on a computerised gambling task that involved real money. A post-game survey examined perceptions of the skill and chance involved in the gambling task. The results showed that video game playing itself was not significantly associated with gambling involvement or problem gambling status. However, among those persons who both gambled and played video games, video game playing was uniquely and significantly positively associated with the perception of direct control over chance-based gambling events. Further research is needed to better understand the nature of this association, as it may assist in understanding the impact of emerging digital gambling technologies.

Winner of video contest inspired by the LHC

CERN Multimedia

Laëtitia Pedroso

2010-01-01

A video contest was launched this year to mark the 10th anniversary of the Frederick Phineas and Sandra Priest Rose Centre for Earth and Space. Luke Cahill, a 27 year-old BFA graduate, has just won the contest with a movie about CERN.   Luke, who works in the film industry in Los Angeles and also takes physics classes, came across a video promoting the contest while he was browsing the American Natural History Museum website. "It seemed like a perfect opportunity to combine my passion for science with my craft of filmmaking", says Luke. Luke decided to make a video about the LHC. To him, CERN embodies the ideals of scientific progress and discovery, continually expanding the boundaries of our knowledge. "I have never actually been to CERN but it's high on the list of places I want to visit when I travel to Europe", says Luke. There is a lot of misleading information on the Internet about CERN – especially about the LHC. Luke wanted to clarify what the ...

Science teachers' mission impossible?: a qualitative study of obstacles in assessing students' practical abilities

Science.gov (United States)

Sund, Per

2016-09-01

Science teachers regard practical work as important and many claim that it helps students to learn science. Besides theoretical knowledge, such as concepts and formulas, practical work is considered to be an integral and basic part of science education. As practical work is perceived and understood in different ways, comparing the results between classes and schools is difficult. One way of making the results comparable is to develop systematic inquiries to be assessed in national large-scale tests. However, introducing similar testing conditions in a laboratory environment is not always possible. Although the instructions and assessment guides for such tests are detailed, many obstacles need to be overcome if equality in the overall test situation is to be achieved. This empirical case study investigates two secondary school science teachers' assessments of 15-16 years old students in three separate groups in the practical part of a Swedish national test in chemistry. Data are gathered using two video cameras and three pairs of spy camera glasses. The results show that individual and independent assessments are difficult due to the social interactions that take place and the physical sources of errors that occur in this type of setting.

NASA Life Sciences Program

Science.gov (United States)

1995-01-01

This Life Science Program video examines the variety of projects that study both the physiological and psychological impacts on astronauts due to extended space missions. The hazards of space radiation and microgravity effects on the human body are described, along with these effects on plant growth, and the performance of medical procedures in space. One research technique, which is hoped to provide help for future space travel, is the study of aquanauts and their life habits underwater.

A community of curious souls: an analysis of commenting behavior on TED talks videos.

Directory of Open Access Journals (Sweden)

Andrew Tsou

Full Text Available The TED (Technology, Entertainment, Design Talks website hosts video recordings of various experts, celebrities, academics, and others who discuss their topics of expertise. Funded by advertising and members but provided free online, TED Talks have been viewed over a billion times and are a science communication phenomenon. Although the organization has been derided for its populist slant and emphasis on entertainment value, no previous research has assessed audience reactions in order to determine the degree to which presenter characteristics and platform affect the reception of a video. This article addresses this issue via a content analysis of comments left on both the TED website and the YouTube platform (on which TED Talks videos are also posted. It was found that commenters were more likely to discuss the characteristics of a presenter on YouTube, whereas commenters tended to engage with the talk content on the TED website. In addition, people tended to be more emotional when the speaker was a woman (by leaving comments that were either positive or negative. The results can inform future efforts to popularize science amongst the public, as well as to provide insights for those looking to disseminate information via Internet videos.

College Student Video Gaming and Parental Influence

Science.gov (United States)

Chue, Maechi

2011-01-01

Video gaming is prevalent among college students, and researchers have documented negative consequences from some students' excessive video gaming, but the study of past and current parental influence on college student video gaming is limited. This study collected data from college students from several Midwestern U.S. universities using an…

Video game use and cognitive performance: does it vary with the presence of problematic video game use?

Science.gov (United States)

Collins, Emily; Freeman, Jonathan

2014-03-01

Action video game players have been found to outperform nonplayers on a variety of cognitive tasks. However, several failures to replicate these video game player advantages have indicated that this relationship may not be straightforward. Moreover, despite the discovery that problematic video game players do not appear to demonstrate the same superior performance as nonproblematic video game players in relation to multiple object tracking paradigms, this has not been investigated for other tasks. Consequently, this study compared gamers and nongamers in task switching ability, visual short-term memory, mental rotation, enumeration, and flanker interference, as well as investigated the influence of self-reported problematic video game use. A total of 66 participants completed the experiment, 26 of whom played action video games, including 20 problematic players. The results revealed no significant effect of playing action video games, nor any influence of problematic video game play. This indicates that the previously reported cognitive advantages in video game players may be restricted to specific task features or samples. Furthermore, problematic video game play may not have a detrimental effect on cognitive performance, although this is difficult to ascertain considering the lack of video game player advantage. More research is therefore sorely needed.

Possible Biases of Researchers' Attitudes Toward Video Games: Publication Trends Analysis of the Medical Literature (1980-2013).

Science.gov (United States)

Segev, Aviv; Rovner, Mitchell; Appel, David Ian; Abrams, Aaron W; Rotem, Michal; Bloch, Yuval

2016-07-18

The study of video games is expanding, and so is the debate regarding their possible positive and deleterious effects. As controversies continue, several researchers have expressed their concerns about substantial biases existing in the field, which might lead to the creation of a skewed picture, both in the professional and in the lay literature. However, no study has tried to examine this issue quantitatively. The objective of our study was to examine possible systematic biases in the literature, by analyzing the publication trends of the medical and life sciences literature regarding video games. We performed a complete and systematic PubMed search up to December 31, 2013. We assessed all 1927 articles deemed relevant for their attitude toward video games according to the focus, hypothesis, and authors' interpretation of the study results, using a 3-category outcome (positive, negative, and neutral). We assessed the prevalence of different attitudes for possible association with year of publication, location of researchers, academic discipline, methodological research, and centrality of the publishing journals. The attitude toward video games presented in publications varied by year of publication, location, academic discipline, and methodological research applied (Pimpact factor (Pvideo games. Readers, both lay and professional, should weigh these contextual variables when interpreting studies' results, in light of the possible bias they carry. The results also support a need for a more balanced, open-minded approach toward video games, as it is likely that this complex phenomenon carries novel opportunities as well as new hazards.

Utilizing Video Games

Science.gov (United States)

Blaize, L.

Almost from its birth, the computer and video gaming industry has done an admirable job of communicating the vision and attempting to convey the experience of traveling through space to millions of gamers from all cultures and demographics. This paper will propose several approaches the 100 Year Starship Study can take to use the power of interactive media to stir interest in the Starship and related projects among a global population. It will examine successful gaming franchises from the past that are relevant to the mission and consider ways in which the Starship Study could cooperate with game development studios to bring the Starship vision to those franchises and thereby to the public. The paper will examine ways in which video games can be used to crowd-source research aspects for the Study, and how video games are already considering many of the same topics that will be examined by this Study. Finally, the paper will propose some mechanisms by which the 100 Year Starship Study can establish very close ties with the gaming industry and foster cooperation in pursuit of the Study's goals.

Video games

OpenAIRE

Kolář, Vojtěch

2012-01-01

This thesis is based on a detailed analysis of various topics related to the question of whether video games can be art. In the first place it analyzes the current academic discussion on this subject and confronts different opinions of both supporters and objectors of the idea, that video games can be a full-fledged art form. The second point of this paper is to analyze the properties, that are inherent to video games, in order to find the reason, why cultural elite considers video games as i...

Video gaming and children's psychosocial wellbeing: A longitudinal study

OpenAIRE

Lobel, A.M.; Engels, R.C.M.E.; Stone, L.L.; Burk, W.J.; Granic, I.

2017-01-01

The effects of video games on children?s psychosocial development remain the focus of debate. At two timepoints, 1 year apart, 194 children (7.27?11.43 years old; male?=?98) reported their gaming frequency, and their tendencies to play violent video games, and to game (a) cooperatively and (b) competitively; likewise, parents reported their children?s psychosocial health. Gaming at time one was associated with increases in emotion problems. Violent gaming was not associated with psychosocial ...

Enhancing cognition with video games: a multiple game training study.

Directory of Open Access Journals (Sweden)

Adam C Oei

Full Text Available Previous evidence points to a causal link between playing action video games and enhanced cognition and perception. However, benefits of playing other video games are under-investigated. We examined whether playing non-action games also improves cognition. Hence, we compared transfer effects of an action and other non-action types that required different cognitive demands.We instructed 5 groups of non-gamer participants to play one game each on a mobile device (iPhone/iPod Touch for one hour a day/five days a week over four weeks (20 hours. Games included action, spatial memory, match-3, hidden- object, and an agent-based life simulation. Participants performed four behavioral tasks before and after video game training to assess for transfer effects. Tasks included an attentional blink task, a spatial memory and visual search dual task, a visual filter memory task to assess for multiple object tracking and cognitive control, as well as a complex verbal span task. Action game playing eliminated attentional blink and improved cognitive control and multiple-object tracking. Match-3, spatial memory and hidden object games improved visual search performance while the latter two also improved spatial working memory. Complex verbal span improved after match-3 and action game training.Cognitive improvements were not limited to action game training alone and different games enhanced different aspects of cognition. We conclude that training specific cognitive abilities frequently in a video game improves performance in tasks that share common underlying demands. Overall, these results suggest that many video game-related cognitive improvements may not be due to training of general broad cognitive systems such as executive attentional control, but instead due to frequent utilization of specific cognitive processes during game play. Thus, many video game training related improvements to cognition may be attributed to near-transfer effects.

Enhancing Cognition with Video Games: A Multiple Game Training Study

Science.gov (United States)

Oei, Adam C.; Patterson, Michael D.

2013-01-01

Background Previous evidence points to a causal link between playing action video games and enhanced cognition and perception. However, benefits of playing other video games are under-investigated. We examined whether playing non-action games also improves cognition. Hence, we compared transfer effects of an action and other non-action types that required different cognitive demands. Methodology/Principal Findings We instructed 5 groups of non-gamer participants to play one game each on a mobile device (iPhone/iPod Touch) for one hour a day/five days a week over four weeks (20 hours). Games included action, spatial memory, match-3, hidden- object, and an agent-based life simulation. Participants performed four behavioral tasks before and after video game training to assess for transfer effects. Tasks included an attentional blink task, a spatial memory and visual search dual task, a visual filter memory task to assess for multiple object tracking and cognitive control, as well as a complex verbal span task. Action game playing eliminated attentional blink and improved cognitive control and multiple-object tracking. Match-3, spatial memory and hidden object games improved visual search performance while the latter two also improved spatial working memory. Complex verbal span improved after match-3 and action game training. Conclusion/Significance Cognitive improvements were not limited to action game training alone and different games enhanced different aspects of cognition. We conclude that training specific cognitive abilities frequently in a video game improves performance in tasks that share common underlying demands. Overall, these results suggest that many video game-related cognitive improvements may not be due to training of general broad cognitive systems such as executive attentional control, but instead due to frequent utilization of specific cognitive processes during game play. Thus, many video game training related improvements to cognition may be

Enhancing cognition with video games: a multiple game training study.

Science.gov (United States)

Oei, Adam C; Patterson, Michael D

2013-01-01

Previous evidence points to a causal link between playing action video games and enhanced cognition and perception. However, benefits of playing other video games are under-investigated. We examined whether playing non-action games also improves cognition. Hence, we compared transfer effects of an action and other non-action types that required different cognitive demands. We instructed 5 groups of non-gamer participants to play one game each on a mobile device (iPhone/iPod Touch) for one hour a day/five days a week over four weeks (20 hours). Games included action, spatial memory, match-3, hidden- object, and an agent-based life simulation. Participants performed four behavioral tasks before and after video game training to assess for transfer effects. Tasks included an attentional blink task, a spatial memory and visual search dual task, a visual filter memory task to assess for multiple object tracking and cognitive control, as well as a complex verbal span task. Action game playing eliminated attentional blink and improved cognitive control and multiple-object tracking. Match-3, spatial memory and hidden object games improved visual search performance while the latter two also improved spatial working memory. Complex verbal span improved after match-3 and action game training. Cognitive improvements were not limited to action game training alone and different games enhanced different aspects of cognition. We conclude that training specific cognitive abilities frequently in a video game improves performance in tasks that share common underlying demands. Overall, these results suggest that many video game-related cognitive improvements may not be due to training of general broad cognitive systems such as executive attentional control, but instead due to frequent utilization of specific cognitive processes during game play. Thus, many video game training related improvements to cognition may be attributed to near-transfer effects.

How to freak a Black & Mild: a multi-study analysis of YouTube videos illustrating cigar product modification.

Science.gov (United States)

Nasim, Aashir; Blank, Melissa D; Cobb, Caroline O; Berry, Brittany M; Kennedy, May G; Eissenberg, Thomas

2014-02-01

Cigar smoking is increasingly common among adolescents who perceive cigars as less harmful than cigarettes. This perception of reduced harm is especially true for cigars that are user-modified by removing the tobacco binder through a process called 'freaking'. Little is known about 'freaking' and this multi-study, mixed-methods analysis sought to understand better the rationale and prevailing beliefs about this smoking practice using YouTube videos. In Study 1, we conducted a descriptive content analysis on the characteristics of 26 randomly sampled cigar product modification (CPM) videos posted during 2006-10. In Study 2, a thematic analysis was performed on the transcripts of commentary associated with each video to characterize viewers' comments about video content. Study 1 results revealed that 90% of videos illustrated a four-step CPM technique: 'Loosening the tobacco'; 'Dumping the tobacco'; 'Removing the cigar binder' and 'Repacking the tobacco'. Four themes related to the purpose of CPM were also derived from video content: 'Easier to smoke' (54%), 'Beliefs in reduction of health risks' (31%), 'Changing the burn rate' (15%) and 'Taste enhancement' (12%). Study 2 results concerning the content characteristics of video comments were categorized into three themes: 'Disseminating information/answering questions' (81%), 'Seeking advice/asking questions' (69%) and 'Learning cigar modification techniques' (35%). Favorable comments were more common (81%) compared to unfavorable (58%) and comment content suggested low-risk perceptions and poor understanding of smoking harms. These findings highlight a novel means for youth to access information concerning CPM that may have important implications for tobacco control policy and prevention.

Neural Basis of Video Gaming: A Systematic Review

OpenAIRE

Marc Palaus; Elena M. Marron; Raquel Viejo-Sobera; Raquel Viejo-Sobera; Diego Redolar-Ripoll

2017-01-01

Background: Video gaming is an increasingly popular activity in contemporary society, especially among young people, and video games are increasing in popularity not only as a research tool but also as a field of study. Many studies have focused on the neural and behavioral effects of video games, providing a great deal of video game derived brain correlates in recent decades. There is a great amount of information, obtained through a myriad of methods, providing neural correlates of video ga...

Neural Basis of Video Gaming: A Systematic Review

OpenAIRE

Palaus, Marc; Marron, Elena M.; Viejo-Sobera, Raquel; Redolar-Ripoll, Diego

2017-01-01

Video gaming is an increasingly popular activity in contemporary society, especially among young people, and video games are increasing in popularity not only as a research tool but also as a field of study. Many studies have focused on the neural and behavioral effects of video games, providing a great deal of video game derived brain correlates in recent decades. There is a great amount of information, obtained through a myriad of methods, providing neural correlates of video games. We aim ...

A clinical pilot study of a modular video-CT augmentation system for image-guided skull base surgery

Science.gov (United States)

Liu, Wen P.; Mirota, Daniel J.; Uneri, Ali; Otake, Yoshito; Hager, Gregory; Reh, Douglas D.; Ishii, Masaru; Gallia, Gary L.; Siewerdsen, Jeffrey H.

2012-02-01

Augmentation of endoscopic video with preoperative or intraoperative image data [e.g., planning data and/or anatomical segmentations defined in computed tomography (CT) and magnetic resonance (MR)], can improve navigation, spatial orientation, confidence, and tissue resection in skull base surgery, especially with respect to critical neurovascular structures that may be difficult to visualize in the video scene. This paper presents the engineering and evaluation of a video augmentation system for endoscopic skull base surgery translated to use in a clinical study. Extension of previous research yielded a practical system with a modular design that can be applied to other endoscopic surgeries, including orthopedic, abdominal, and thoracic procedures. A clinical pilot study is underway to assess feasibility and benefit to surgical performance by overlaying CT or MR planning data in realtime, high-definition endoscopic video. Preoperative planning included segmentation of the carotid arteries, optic nerves, and surgical target volume (e.g., tumor). An automated camera calibration process was developed that demonstrates mean re-projection accuracy (0.7+/-0.3) pixels and mean target registration error of (2.3+/-1.5) mm. An IRB-approved clinical study involving fifteen patients undergoing skull base tumor surgery is underway in which each surgery includes the experimental video-CT system deployed in parallel to the standard-of-care (unaugmented) video display. Questionnaires distributed to one neurosurgeon and two otolaryngologists are used to assess primary outcome measures regarding the benefit to surgical confidence in localizing critical structures and targets by means of video overlay during surgical approach, resection, and reconstruction.

Spreading the cult body on YouTube: A case study of "Telephone" derivative videos

Directory of Open Access Journals (Sweden)

Agnese Vellar

2012-03-01

Full Text Available This case study of spreadability analyzes the Lady Gaga music video "Telephone," which has been appropriated and reworked by YouTube users sharing derivative works online. What properties of the music video stimulate user appropriation? What hybrid audiovisual forms are emerging from its reworking by users? In order to answer these questions, between January and August 2010, I conducted participant observation on Lady Gaga's official social network profiles and collected 70 "Telephone" derivative videos on YouTube. I identified three main categories of video creativity: (1 music (which includes covers, "me singing" videos, music mashups, and choreography; (2 parody (in which YouTube users and comedians humorously imitate Gaga, creating spoofs; and (3 fashion (in which makeup artists and amateurs appropriate the star's image to create makeup and hair tutorials. "Telephone" has become spreadable because it integrates dance music and choreography, costume changes, cinematic references, and product placements that work as textual hooks meaningful to different target markets: live music, dance, chick, and postmodern cinematic cultures. In particular, Gaga is a cult body that explicitly incorporates previous cinematic and pop music icons. Users are stimulated to reenact Gaga's cult body online. On YouTube, spreadability is thus strictly related to the appropriation of cult bodies. Fans, comedians, independent musicians, fashionistas, and pop stars construct their own cult bodies by deliberately borrowing characteristics from previous media icons and reenacting them in online videos in order to fulfill their expressive and professional needs.

Teacher change and professional development: A case study of teachers engaged in an innovative constructivist science curriculum

Science.gov (United States)

Akura, Okong'o. Gabriel

This study examined both the changes that elementary school teachers experienced when they implemented a reform-based science curriculum and the impact of professional development on this transformation. The research involved a case study of three purposefully selected teachers implementing the Linking Food and the Environment (LIFE) program during the 2002--2003 school year. The LIFE program is a curriculum designed to enhance science literacy among learners from high poverty urban environments. While the study was grounded in the tradition of critical theory (Carspecken, 1996), the theoretical perspective of hermeneutic phenomenology (van Manen, 1990) guided data collection and analysis. Extensive observations of the teachers were made in order to capture and record the teacher change phenomenon. Data were recorded by means of field notes, audio and videotapes, semi-structured interviews, classroom observations, and video Stimulated Recall (SR) interviews. Emerging themes relating to teacher change, knowledge interests, constructivist pedagogy, and professional development illustrated how teachers grapple with various aspects of implementing a reform-based science curriculum. The teachers in this study were similar to those in earlier investigations, which found that sustained professional development programs involving mentoring and constant reflection enable elementary science teachers to change their instructional strategies from the technical-realist orientation towards the practical-hermeneutic and emancipatory-liberatory orientations. The study has implications for science curriculum developers and designers of professional development programs.

Promoting Creative Thinking and Expression of Science Concepts among Elementary Teacher Candidates through Science Content Movie Creation and Showcasing

Science.gov (United States)

Hechter, Richard P.; Guy, Mark

2010-01-01

This article reports the phases of design and use of video editing technology as a medium for creatively expressing science content knowledge in an elementary science methods course. Teacher candidates communicated their understanding of standards-based core science concepts through the creation of original digital movies. The movies were assigned…

Investigating Students' Use and Adoption of "With-Video Assignments": Lessons Learnt for Video-Based Open Educational Resources

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Pappas, Ilias O.; Giannakos, Michail N.; Mikalef, Patrick

2017-01-01

The use of video-based open educational resources is widespread, and includes multiple approaches to implementation. In this paper, the term "with-video assignments" is introduced to portray video learning resources enhanced with assignments. The goal of this study is to examine the factors that influence students' intention to adopt…

Corrigendum: Like a Magnet: Catharsis Beliefs Attract Angry People to Violent Video Games.

Science.gov (United States)

2016-07-01

Bushman, B. J., & Whitaker, J. L. (2010). Like a magnet: Catharsis beliefs attract angry people to violent video games. Psychological Science, 21, 790-792. (Original DOI: 10.1177/0956797610369494). © The Author(s) 2016.

Video games as a complementary therapy tool in mental disorders: PlayMancer, a European multicentre study.

Science.gov (United States)

Fernández-Aranda, Fernando; Jiménez-Murcia, Susana; Santamaría, Juan J; Gunnard, Katarina; Soto, Antonio; Kalapanidas, Elias; Bults, Richard G A; Davarakis, Costas; Ganchev, Todor; Granero, Roser; Konstantas, Dimitri; Kostoulas, Theodoros P; Lam, Tony; Lucas, Mikkel; Masuet-Aumatell, Cristina; Moussa, Maher H; Nielsen, Jeppe; Penelo, Eva

2012-08-01

Previous review studies have suggested that computer games can serve as an alternative or additional form of treatment in several areas (schizophrenia, asthma or motor rehabilitation). Although several naturalistic studies have been conducted showing the usefulness of serious video games in the treatment of some abnormal behaviours, there is a lack of serious games specially designed for treating mental disorders. The purpose of our project was to develop and evaluate a serious video game designed to remediate attitudinal, behavioural and emotional processes of patients with impulse-related disorders. The video game was created and developed within the European research project PlayMancer. It aims to prove potential capacity to change underlying attitudinal, behavioural and emotional processes of patients with impulse-related disorders. New interaction modes were provided by newly developed components, such as emotion recognition from speech, face and physiological reactions, while specific impulsive reactions were elicited. The video game uses biofeedback for helping patients to learn relaxation skills, acquire better self-control strategies and develop new emotional regulation strategies. In this article, we present a description of the video game used, rationale, user requirements, usability and preliminary data, in several mental disorders.

The effects of video-based and activity-based instruction on high school students' knowledge, attitudes, and behavioral intentions related to seat belt use

Science.gov (United States)

Jones, Tudor Griffith, III

The purpose of this study was to determine the effect of video-based science instruction and accompanying activity-based instruction on the knowledge, attitudes, and behavioral intentions of high school students' use of seat belts. Secondarily, the purpose was to determine order effects and interactions between the two treatments used in the study: video-based instruction and hands-on activity-based instruction. The study used Ajzen and Fishbein's theory of reasoned action to investigate the factors influencing high school students' behavioral intentions regarding seat belt use. This study used a pretest-posttest-posttest treatment design. Data were collected on 194 students in high school introductory biology and chemistry classes in Gainesville, Florida. Ten intact high school science classes (eight treatment and two control) took pretests and posttests measuring physics knowledge, attitudes, and behavioral intentions toward seat belt use prior to and after participating in the two treatments. The treatment group students participated in at least 500 minutes of instructional time divided among five lessons over 10 instructional days. All participants were pretested on physics knowledge, attitudes, and behavioral intentions toward seat belt use prior to two treatments. Treatment A was defined as participating in one 50-minute video-based instructional lesson. Treatment B was defined as participating in four hands-on science activities regarding crash-related physics concepts. Cronbach's coefficient alpha was used for analysis of the researcher-designed instruments, and ANOVA was used to analyze the data. The results of the analyses (p young adults.

Video Games as Moral Educators?

Science.gov (United States)

Khoo, Angeline

2012-01-01

The growing interest in video gaming is matched by a corresponding increase in concerns about the harmful effects on children and adolescents. There are numerous studies on aggression and addiction which spark debates on the negative effects of video gaming. At the same time, there are also studies demonstrating prosocial effects. This paper…

Relacije umetnosti i video igara / Relations of Art and Video Games

OpenAIRE

Manojlo Maravić

2012-01-01

When discussing the art of video games, three different contexts need to be considered: the 'high' art (video games and the art); commercial video games (video games as the art) and the fan art. Video games are a legitimate artistic medium subject to modifications and recontextualisations in the process of creating a specific experience of the player/user/audience and political action by referring to particular social problems. They represent a high technological medium that increases, with p...

An Empirical Study of Spam and Prevention Mechanisms in Online Video Chat Services

OpenAIRE

Xing, Xinyu; Ahn, Junho; Lee, Wenke; Han, Richard; Mishra, Shivakant

2012-01-01

Recently, online video chat services are becoming increasingly popular. While experiencing tremendous growth, online video chat services have also become yet another spamming target. Unlike spam propagated via traditional medium like emails and social networks, we find that spam propagated via online video chat services is able to draw much larger attention from the users. We have conducted several experiments to investigate spam propagation on Chatroulette - the largest online video chat web...

Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial

Directory of Open Access Journals (Sweden)

Buch SV

2014-08-01

Full Text Available Steen Vigh Buch,1 Frederik Philip Treschow,2 Jesper Brink Svendsen,3 Bjarne Skjødt Worm4 1Department of Vascular Surgery, Rigshospitalet, Copenhagen, Denmark; 2Department of Anesthesia and Intensive Care, Herlev Hospital, Copenhagen, Denmark; 3Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark; 4Department of Anesthesia and Intensive Care, Bispebjerg Hospital, Copenhagen, Denmark Background and aims: This study investigated the effectiveness of two different levels of e-learning when teaching clinical skills to medical students. Materials and methods: Sixty medical students were included and randomized into two comparable groups. The groups were given either a video- or text/picture-based e-learning module and subsequently underwent both theoretical and practical examination. A follow-up test was performed 1 month later. Results: The students in the video group performed better than the illustrated text-based group in the practical examination, both in the primary test (P<0.001 and in the follow-up test (P<0.01. Regarding theoretical knowledge, no differences were found between the groups on the primary test, though the video group performed better on the follow-up test (P=0.04. Conclusion: Video-based e-learning is superior to illustrated text-based e-learning when teaching certain practical clinical skills. Keywords: e-learning, video versus text, medicine, clinical skills

TINJAUAN KRIMINOLOGIS TERHADAP KEJAHATAN PENYEBARAN VIDEO PORNO (Studi Kasus di Kota Makassar Tahun 2010 s/d 2013)

OpenAIRE

DEVANI. K, PUTRI

2014-01-01

- PUTRI DEVANI. K. (B 111 06 644). Tinjauan Kriminologis Terhadap Kejahatan Penyebaran Video Porno (Studi Kasus di Kota Makassar Tahun 2010 s/d 2013). Penelitian ini bertujuan untuk mengetahui faktor-faktor yang menyebabkan terjadinya penyebaran video porno di kota Makassar serta untuk mengetahui upaya pemberantasan penyebaran video porno di kota Makassar. Pelaksanaan penelitian ini dilaksanakan di Polrestabes Makassar dan Makassar Trade Centre (MTC). Untuk Polrestabes karena pada le...

Rare Disease Video Portal

OpenAIRE

Sánchez Bocanegra, Carlos Luis

2011-01-01

Rare Disease Video Portal (RD Video) is a portal web where contains videos from Youtube including all details from 12 channels of Youtube. Rare Disease Video Portal (RD Video) es un portal web que contiene los vídeos de Youtube incluyendo todos los detalles de 12 canales de Youtube. Rare Disease Video Portal (RD Video) és un portal web que conté els vídeos de Youtube i que inclou tots els detalls de 12 Canals de Youtube.

Eighth-grade science teachers use of instructional time: Examining questions from the Third International Mathematics and Science Study (TIMSS) and comparing TIMSS and National Science Foundation questionnaires

Science.gov (United States)

Davidson, Anne Burgess

Did the Third International Mathematics and Science Study (TIMSS) ask science teachers the right questions about their use of instructional time? Part I of this 2-part study used the TIMSS database to answer the question: Do 8th grade science teachers in the U.S., Czech Republic, Hungary, Japan, and Korea differ significantly in their perceived use of instructional time? Using the instructional activities in the TIMSS teacher question "How did the lesson proceed?" the teacher-reported times were analyzed using a repeated measures multivariate analysis. Significant differences were found between teacher-reported times in the U.S. and the other 4 TIMSS countries, whose 8th grade students outperformed U.S. students on TIMSS achievement tests. Post-hoc analysis indicated that TIMSS U.S. 8th grade science teachers report spending more time on homework in class, on group activities, and on lab activities, but less time on topic development, than TIMSS teachers from some or all of the other countries. Part II of this study further examined the question "How did the lesson proceed?" by videotaping 6 classes of 8th grade science in Alabama and Virginia and comparing observer coding of the video to the teachers' recalled descriptions of the same class. The difference between observer and teacher responses using TIMSS categories was not significant; however, 43% of the total variance was explained by whether the teacher or the observer reported the times for the instructional activities. The teachers also responded to questions from the NSF Local Systemic Change Through Teacher Enhancement K--8 Teacher Questionnaire to describe the same class. The difference found between the teacher and the observer coding was not significant, but the amount of variance explained by the data source (observer or teacher) dropped to 33% when using NSF student activity categories and to 26% when using NSF teacher activity categories. The conclusion of this study was that questionnaires to