Audiovisual Materials Research Articles

THE ROLE OF EDUTAINMENT TECHNOLOGY

Currently, the introduction of new technologies into the educational process, along with traditional forms of education, leads to the emergence of new, modern forms and technologies of learning. One of the areas where the importance and effectiveness of modern technologies and their application are manifested at a high level is the process of teaching listening skills. The greatest attention in the conditions of mastering a foreign language and developing communicative competence in a foreign language is paid to listening. This is because it is known that any communication is not carried out without listening. The article discusses the features of Edutainment technology, one of the modern teaching technologies used in the process of teaching listening skills. In addition, the advantages and possible disadvantages of Edutainment technology have been analyzed. Experimental teaching was taken as the main method of research work and the effectiveness of the use of Edutainment technology in teaching listening skills was proved in practice. Keywords: listening, Edutainment, technology, teaching, audio, audiovisual materials, game, songs.

Artificial intelligence and decoloniality: Insurgent arrangements and the question concerning cosmotechnics

This article examines the intersections between technology and coloniality, with a particular focus on the role of artificial intelligence (AI) in perpetuating colonial power structures and reinforcing exclusions. The study examines the ways in which historically marginalized groups—including Black people, the poor, women, Indigenous peoples, queer individuals, and those from peripheral areas—are reinterpreting AI, transforming it into a tool of resistance against the oppressive logics of Eurocentric modernity. The methodology is based on a qualitative approach, comprising interviews, an analysis of audiovisual materials, digital platforms, and social media. The research identified initiatives that propose technological alternatives based on diverse epistemological and ontological frameworks, thereby challenging the dominance of modern/colonial technological paradigms. The analysis of the data revealed that these groups adopt collaborative methodologies, with a particular focus on the inclusion of marginalized populations and the creation of new technological epistemologies. The findings demonstrate that these communities are developing technological arrangements based on non-Western cosmologies, thereby challenging Western dominance in technology. These practices not only adapt existing technologies but also create new forms of technological interaction that reflect their specific realities and contexts. The study concludes that the decolonization of technology is both possible and necessary, with the adoption of cosmotechnics that respect cultural and epistemological diversity, paving the way for fairer, plural, and inclusive technological futures.

Integrating Indragiri Hulu Local Wisdom into Audiovisual Math Module for Elementary Education

This study aimed to evaluate the effect of local wisdom-based audiovisual modules on improving learning outcomes in mathematics among second-grade students at YMI Tani Makmur Elementary School. The research employed a purposive sampling method to select students studying two- and three-dimensional shapes, aligning with the developed module. The study involved designing the module, validating it through expert reviews, and assessing student responses. Validation was conducted by teaching material experts (focusing on content and evaluation) and media experts (focusing on design, interactivity, and communicativeness). Expert validation results indicated an average score of 72.3% from material experts, categorized as "valid," and 94.4% from media experts, categorized as "very valid." These results confirmed that the module meets the validity criteria for audiovisual instructional materials. Observations during implementation revealed that educators found the module helpful in enhancing students’ learning outcomes and motivation in mathematics. The findings demonstrate the potential of local wisdom-based audiovisual modules to make mathematics learning more engaging and effective for elementary school students. The study concludes that the validated module is a valuable tool for improving both motivation and academic performance in mathematics, supporting its use in elementary education settings. Further research could explore its application across different subjects and grade levels.

Use of Audio-Visual Teaching Learning Materials in Facilitating of Health Education in Early Childhood Development Centers, Pokhara, Nepal

Use of Audio-Visual Teaching Learning Materials in Facilitating of Health Education in Early Childhood Development Centers, Pokhara, Nepal

‘For us it’s our life!’ – Queer utopian imaginaries in times of pandemic

Our paper investigates how members of queer subcultures navigated the temporary closure and loss of queer spaces during the COVID-19 pandemic. Using a Sociology of Knowledge Approach to Discourse to analyze audio-visual materials on three queer sites in Berlin in 2020, we examine multi-faceted processes of meaning-making that invoke imaginaries of ‘queer utopia’. Examining subject positions and interpretative schemes, we show that dealing with the heteronormative pandemic regulations perpetuates processes of social isolation and invisibilization. Furthermore, in the context of queer utopian memory-making, knowledge formations about subcultural locations are used to mobilize distinct visions of queerness.

Ukrainian EFL Learners’ Perception towards the Use of Subtitles to Improve Their Listening Skills: a Case Study

Watching English videos is a powerful and popular tool for learning English as a foreign language, and teachers and researchers should pay close attention to it. The research paper investigates current EFL learners’ attitudes towards using subtitles when watching English audio-visual materials. The authors attempt to answer the following question: What are Ukrainian EFL learners’ perceptions of using subtitles to improve their listening skills? The significance of this study is that understanding the learners’ preferences and support for subtitles would help find effective teaching practices. We used a quantitative method to collect research data through online tools (Google Forms). The third-year students training in the BA program to become interpreters were under research. The findings suggest that students agreed on the importance of listening skills. Moreover, almost all participants are convinced that watching audio-visual materials with English subtitles improves their English proficiency. An area worth further investigation is the effect of subtitles on listening and reading skills, which is necessary as it would shed more light on using videos with and without subtitles in EFL acquisition.

The effect of flipped classroom audiovisual content on students’ talking time and speaking skills in an adult EFL class

This action research report explores the effect of a flipped learning strategy on adult EFL students’ speaking skills. Flipped learning, or inverted learning, reverses the traditional educational model where students learn in class and practice out of it; flipped learning promotes the students’ learning of concepts and theories out of the classroom that is later practiced and applied in class under the teacher’s guidance. The primary hypothesis was that by flipping grammar explanations, students would be more prepared and have more time to interact in English and use the structures in class. This research revealed that flipped learning helped to increase student talking time in class and accuracy in grammar use. Furthermore, it shows evidence that using flipped audiovisual materials poses advantages and challenges that can potentially boost learning inside and outside the classroom.

Saving Penalties in Football: A Skill Beyond Chance

The ability of goalkeepers to stop penalty kicks in football has often been interpreted as a matter of luck or chance. However, scientific evidence refutes this notion, demonstrating that the skill and experience of the goalkeeper have a significant impact on the final outcome. This essay seeks to highlight the importance of attention, reaction, agility, and anticipation in football goalkeepers during penalty kicks, placing greater emphasis on anticipation over luck and chance in these critical moments of the game. The arguments and analyses presented here are supported by scientific studies, audiovisual material, and sports data. It is noteworthy that experienced goalkeepers are considerably more effective in stopping penalties than their less experienced counterparts. This skill can be enhanced through training focused on visual perception. Expert goalkeepers can discern multiple sources of information during the opponent's movement, allowing them to accurately anticipate the ball's trajectory. Furthermore, there are recommended strategies to improve performance in penalty kicks, such as specific visual perception training, detailed analysis of opponent shots, identification of kinematic patterns in kicks, and maintaining body language that denotes mastery. In conclusion, the ability to stop penalties should not be solely attributed to luck, as experience, skill, and training play a fundamental role in the goalkeeper's performance in these crucial game situations.

Cross cultural adaptation and validation of audiovisual educational material for use in indigenous patients with rheumatoid arthritis.

Culturally appropriate educational materials are necessary to improve health literacy among Indigenous populations. However, practically no such materials have been cross-culturally adapted and validated for Indigenous peoples based on compliance with efficacy components. To perform a cross-cultural adaptation and validation of audiovisual educational materials for adult patients with rheumatoid arthritis belonging to Indigenous communities in Chiapas, Mexico. Mixed-methods study consisting of three phases: 1) Spanish-Tzotzil translation and cross-cultural adaptation of seven previously designed and validated audiovisual educational materials; 2) qualitative validation; and 3) quantitative validation based on the efficacy components (attraction, understanding, induction to action, involvement, and acceptance). The information collected during the validation phases was recorded and transcribed for content analysis. A total of 31 patients with rheumatoid arthritis participated in the study. Patients had a mean age of 49years, ≥5years since disease onset, low adherence to pharmacological treatment (<20%), and a high level of illiteracy (>80%). After three versions of the educational material, where elements of cultural identification were added, the efficacy components increased significantly to reach scores higher than 90%. This suggests that culturally-adapted materials could promote greater patient participation in treatment. This study shows the importance of cross-cultural adaptation in the design and validation of audiovisual educational materials for Indigenous populations; this aspect should be considered when implementing educational strategies for patients with chronic diseases. First educational audiovisual material translated and adapted from Spanish to Tzotzil, with a cultural sensitivity approach to achieve educational goals and improve therapeutic adherence.

"Does My Kid Have an Ear Infection?" An Analysis of Pediatric Acute Otitis Media Videos on TikTok.

With the rise of social media, online platforms have become a common way to access healthcare information. This study examines the quality of pediatric acute otitis media (AOM) videos on TikTok, a popular short-form video social media platform. A TikTok search was conducted between 8/18 and 8/19/2023 using pediatric AOM hashtags: #pediatric acute otitis media management, #kid ear infections remedy, #child ear infections treatment, and #kid ear infection. Data collected include number of views/shares per day, uploader type (nonmedical influencer, lay individual, and medical professional), and content categories. The Patient Education Materials Assessment Tool for Audiovisual Material (PEMAT-AV) and DISCERN questionnaire measured understandability, actionability, and quality of videos. Multivariable linear regression models were used (significance set at ≤0.05). Of 166 videos, 38.6% (64) of uploaders were medical professionals, and 32.5% (54) were nonmedical influencers. Nonmedical influencer videos were viewed and shared significantly more than those by medical professionals (p < 0.05). Controlling for covariates, physicians were more likely to produce more beneficial and higher quality videos as compared with nonmedical influencers (β = 2.4 and 1.3, p < 0.01, respectively). However, physicians did not have significantly different ratings for understandability compared with nonmedical influencers (β = 0.45, p > 0.05). AOM content on TikTok is often geared toward caretakers of symptomatic children. Although physician-created AOM content was significantly higher quality, these videos reached a statistically smaller audience than those from nonmedical influencers. Addressing misinformation on social media platforms requires physicians to reach larger audiences by producing more actionable and understandable content. NA Laryngoscope, 134:5184-5192, 2024.

Evaluation of Accuracy and Engagement of Otolaryngology Educational Videos on Instagram.

Objective: To examine the accuracy, engagement, and quality of otolaryngology-related educational videos produced by health care providers on Instagram. Methods: A systematic search on Instagram was conducted to identify the top 150 video posts using the hashtags #Otolaryngology, #Otolaryngologist, and #ENTeducation, ranging from September 2020 to January 2024. Posts not related to otolaryngology medical education were excluded from analysis. Engagement metrics such as likes, comments, shares, views, and video duration were used to quantify the reach of the content. The Patient Education Materials Assessment Tool for Audiovisual Materials was utilized to evaluate the understandability and actionability of medical educational videos. Results: 54 Instagram videos were analyzed and categorized by content type based on their primary topic-ear (n = 15), nose (n = 20), and throat (n = 19). Overall, 85% of the content was completely accurate, 13% was incomplete/misleading, and 2% was completely inaccurate. The average understandability was high at 89%, and the average actionability was low at 39%. 78% of the videos were created by otolaryngologists, 7% by plastic surgeons, and 15% by other health care providers. Conclusions: Most of the top otolaryngology-related educational content on Instagram was accurate with some misleading and inaccurate content. Although the inaccurate video is small in comparison, the moderate user engagement reveals that even a single inaccurate video can adversely reach and influence many people.

Breaking down barriers and building bridges: Social outreach and engagement in audio-visual heritage at the National Library of Scotland’s Moving Image Archive

Social outreach and engagement in UK-based audio-visual archives are under-researched areas worthy of further investigation, particularly considering the naturally immersive quality of audio-visual content and its potential to draw in, educate and engage audiences. This qualitative study explores three interconnected foci: challenges and opportunities currently faced by the National Library of Scotland’s Moving Image Archive with regards to preserving and making publicly accessible born-digital and analogue audio-visual materials; the impact of these challenges and opportunities upon the Moving Image Archive’s levels of social outreach and engagement; and ways to elevate the Moving Image Archive’s social outreach and engagement. Our findings indicate that, from a National Library of Scotland’s staff perspective, addressing issues related to copyright law and rights clearance processes, as well as supporting engagement in local areas and providing educational programmes on caring for materials, would be beneficial in increasing social outreach and engagement. The research findings informed recommendations, including increased staff resource and dedicated training in rights clearance processes, extending outreach and engagement beyond Scotland’s central belt, addressing the physical limitations of the archive’s public space and promoting the usability and creative re-use of archival material, as well as addressing gaps within the collection. Recommendations based on this study may contribute to further aligning the needs of the Moving Image Archive with the National Library of Scotland’s Reaching People: Library Strategy 2020–2025.

Mapping Australian Culture and Society in the Animated Series Bluey—The Use of Audiovisual Material in Early EFL Learning

Bluey stands as the current pinnacle in children’s television series, lauded and adorned with multiple accolades for its educational and social merits. It stands out for its portrayal of childhood social learning within familial settings, offering a realistic depiction of everyday challenges. In addition, Bluey is based on the everyday life of Australian society, clearly reflecting the country’s customs, social values, and natural environments, making it an invaluable resource for enriching the cultural learning of the English language and culture from an Australian point of view, an issue that is rarely addressed in the specialist literature. Thus, this study seeks to identify the cultural and societal facets of Australia depicted in it, with the aim of assessing its pedagogical value in teaching English to non-native learners within the context of primary education. Thirty evaluators analyzed the 52 episodes of the first season of Bluey, endeavoring to identify elements across nine thematic areas. To mitigate variances among evaluators, elements were verified only if agreement was reached by at least three evaluators. In total, evaluators identified 3327 elements representing Australian culture, comprising these categories: (1) Childhood; (2) Devices; (3) Lifestyles; (4) Food; (5) Language; (6) Sports; (7) Animals; (8) Nature; and (9) Places. A total of 1223 elements received verification by the requisite number of evaluators. The resulting catalog of Australia-specific elements per episode serves as a valuable tool in selecting the most instructive episodes for English-language and Australian cultural education for non-natives. This compilation facilitates a nuanced approach to teaching English, rooted in the diverse and culturally rich Australian context, thus breaking away from strictly British and American cultural associations and embracing a broader linguistic and cultural landscape.

Social media as health educator: An assessment of the understandability and accuracy of tiktok content about contraception

BackgroundContraception knowledge and attitudes are largely formed from conversations within one’s social network. More recently, this network has expanded to include social media. As the fastest growing social media platform, we aimed to assess popular contraception videos on TikTok for content understandability, actionability and accuracy.MethodsThis is a secondary analysis of the most viewed, contraception-specific TikTok videos that were previously coded as containing educational messaging in a content-analysis study. We assessed videos for understandability (ability to explain a key message) and actionability (identify what they can do to act on that message) using the Patient Education Materials Assessment Tool for Audiovisual Materials (PEMAT-A/V) instrument and for Currency, Relevance, Authority, Accuracy, and Purpose (CRAAP) using a modified instrument within the health information education literature.ResultsThe 174 videos with educational content scored as understandable but not actionable in PEMAT-A/V assessment, with videos created by healthcare providers (HCPs) performing better than those by non-HCPs in six of eleven domains of understandability. Videos overall scored well in relevance and purpose within the CRAAP assessment. Videos created by HCP’s (n = 99) scored higher than those by non-HCPs (n = 75) in relevance (score = 3.9 versus 3.3), authority (score = 4.8 versus 1.7), accuracy (score = 6.0 versus 3.5), and purpose (score = 7.1 versus 5.7) [all p < 0.001]. Regarding video engagement, the median number of views among the videos in the cohort was 604,450. Of all video views, 79.2% were of HCP-created videos and 20.8% were of non-HCP videos.DiscussionMuch of the contraceptive educational messaging on TikTok is understandable, relevant, and accurate. HCP-created videos overall scored better as compared to other creators, though even HCP-created videos score fail to provide actionable recommendations. The videos created by HCP also had greater metrics of engagement. Given this, we encourage HCPs to use social media to better inform its users.

Challenges Facing the Implementation of Primary Secondary School Competence-Based Curriculum in Same District, Tanzania

Competency-based curricula are increasingly popular in schools due to global challenges in science, technology and global market demand. This study explored challenges facing the implementation of a competence-based curriculum in public primary schools to pupils in Same District -Tanzania. The study employed mixed methods and convergent design, using a sample of 289 respondents from 32 public primary schools in Same District. The methods of data collection were questionnaires and interviews. The quantitative data was analyzed using descriptive statistics in terms of percentages and frequencies while qualitative data was analyzed using the thematic approach. Based on the findings, the study concluded that, the implementation of CBC is rendered ineffective due to lack of learner-centred interactive teaching strategies as required by the CBC. The study suggests that the government should organise in-service training for primary school teachers on CBC. It is also recommends provision of adequate instructional resources, such as ICT equipment and audio-visual materials.

Drama Techniques as Contributors to Third graders’ English Oral Skills Development

The purpose of this action research study was to observe the impact of third grader’s English as a Foreign Language (EFL) oral skills through drama techniques to reinforce their fluency, motivation, confidence and pronunciation with audiovisual materials that integrate current cartoon series. To carry out this study, field notes and interviews were implemented to gather data and determine how drama techniques such as dialogue and improvisation with simulation and thought tracking contributed to the understanding and the improvement of third graders’ EFL oral skills. During the study, it was observed that learners could understand the foreign language through the gradual analysis of expressions and vocabulary meanings by connecting these concepts to their real backgrounds and topics of interest. Moreover, collaborative listening and repeating exercises, along with the kinesthetic activities helped learners to be closer to EFL meanings, achieve better pronunciation, fluency and motivation. The conclusions of the study include the fact that learners gained more participation through collective construction knowledge work related to their real contexts. Thus, we made some recommendations to encourage the educational community to apply the techniques mentioned in this study as a new ELT method and to integrate them within their curriculum to help learners to obtain better English oral skills results.

Navigating the liminal space: Enhancing film teaching through anonymous feedback, digital collages, and advocacy

This reflective piece focuses on the strategies of designing seminars that foster inclusivity and belonging, mainly when teaching in a liminal space as a Graduate Teaching Assistant (GTA). It requires a commitment to understanding diverse student needs, including A-level subjects, learning difficulties, neurodiversity, LGBTQIA+ identities, ethnicity, socio-economic backgrounds, and more. Alongside the module convenor’s guidance and departmental procedures, a GTA’s identity and expertise play a crucial role in shaping the classroom atmosphere. My interdisciplinary PhD research, which focuses on co-creating films with participants facing mental health challenges, informs my view of students as co-creators. As a Staff-Student Liaison Committee (SSLC) representative, I am dedicated to upholding students’ dignity, autonomy, and contributions to the university and society while aiming to provide them with the ethical understanding needed to navigate complex 21st-century challenges. After each seminar, I value anonymous student feedback to tailor my content, listening to their needs and questions, and incorporating audiovisual and interactive material to promote participation, especially among quieter students. With this piece, by sharing my lived experiences as a GTA, I intend to contribute to a collective knowledge base and foster dialogue and collaboration among my peers.

Approaching an Urban Night Space Through a 'Virtual' Rhythmanalysis: Public Spaces, Spatio-Temporal Appropriations, Representations, and Online Live Streams

This paper presents an attempt at a 'virtual rhythmanalysis of an urban night space. Rhythmanalysis, as presented by Henri Lefebvre and Catherine Régulier, is a critical practical-theoretical approach to examining the urban space and its modes of temporal production. Across the globe, 24-hour urban lifecycles are increasingly valued in the planning, development, and management of urban districts and spaces. But how does the night affect urban space, and how can we approach it methodically? Utilizing the emergent Lefebvrian rhythmanalysis framework, the paper examines how a public space is (re)produced night after night through spatial and temporal appropriations of the space through the shifting rhythmic constellations of embodied practices and materialities. The paper utilizes screens and online live-camera streams to examine the night space, shifting the rhythmanalysis' original phenomenological-hermeneutic basis towards postphenomenology and mediating visual technologies in the experience of space. The emergence of new audiovisual materials extends our understanding of what the city 'is' and how it can be experientially approached. From a postphenomenological perspective, human-technology relationships are transformed in different ways using audiovisual technologies. Together with addressing the possibilities and challenges of shifting the Lefebvrian `lenses' to a virtual setting, the rhythmanalysis of the urban night space reveals the interplay between strong and weak rhythms and their diurnal oscillation, and the polyrhythmicities of the intersecting flows, bodies, and materialities of the space.

Women Politicians, Social Movements, and Misogyny in Democratic Struggles

In this essay, I investigate the relationship among women in politics, social movements, and misogyny through an examination of public discourse surrounding women politicians—in particular, Carrie Lam, the former chief executive of Hong Kong. The participants in a series of protests in Hong Kong against an anti-extradition bill that began in 2019 generated a large volume of audiovisual materials for the purpose of raising social consciousness, conducting civic education, and creating networks for solidarity. Many of these protest materials contained blatantly misogynistic messages targeting pro-establishment women politicians. I focus on women leaders to explore gender politics in social movements. In assessing the public discourse about Lam during the 2019 movement, I demonstrate that gender politics is consistently inscribed within social movements in postcolonial Hong Kong, in which context the progressive pursuit of democracy, self-determination, and freedom remains imbued with patriarchal culture, including paternalism. This patriarchal culture, unsurprisingly, combines seamlessly with sexism, misogyny, and a gendered imagination of the city’s possible political futures.

The effects of enhancing L2 multiword items in captions: An approximate replication of Majuddin, Siyanova-Chanturia, and Boers (2021)

Abstract Studies investigating the acquisition of multiword items (MWIs) from reading have furnished evidence that the likelihood of acquisition improves considerably if such items are typographically enhanced (e.g., bolded or underlined) in the texts. In the case of captioned audio-visual materials, however, an earlier study by the authors did not find such compelling evidence. In that study, indications of an effect emerged only when the same video was watched twice. Arguably, for learners to benefit more immediately from typographic enhancement in captions, they may need to be made aware of its purpose beforehand. The present article therefore reports an approximate replication of Majuddin et al. (2021), but this time the students were informed about the MWI-learning purpose of watching the video. As in the original study, the learners watched a video once or twice with standard captions, with captions in which MWIs were enhanced, or without captions. The positive effect of enhancement for MWI learning was clearer than in the original study, and it already emerged after a single viewing. On the downside, enhancement was found to have a negative effect on lower-proficiency learners' comprehension of the content of the video.