Audiovisual Presentation Research Articles

Hearing What You Can't See: Influence of Face Masks on Speech Perception and Eye Movement by Adults With Hearing Loss.

The aim of the study was to analyze how face masks influence speech perception and time spent looking at the speaker's mouth and eyes by adults with and without hearing loss. Twenty participants with hearing loss and 20 without were asked to repeat Spanish words presented in various conditions, including different types of face masks (no mask, transparent window mask, and opaque mask FFP2) and presentation modes (audiovisual, video only, and audio only). Recognition accuracy and the percentage of time looking at the speaker's eyes and mouth (dwell time) were measured. In the audiovisual condition, participants with hearing loss had significantly better word recognition scores when the speaker wore no mask compared to when they wore an opaque face mask. However, there were no differences between the transparent mask and no mask conditions. For those with typical hearing, the type of face mask did not affect speech recognition. Audiovisual presentation consistently improved speech recognition for participants with hearing loss across all face mask conditions, but for those with typical hearing, it only improved compared to video-only mode. These participants demonstrated a ceiling effect in audiovisual and audio-only modes. Regarding eye movement patterns, participants spent less time looking at the speaker's mouth and more time at the eyes when the speaker wore an opaque mask compared to no mask or a transparent mask. The use of transparent face masks (ClearMask-type model) is recommended in contexts where face masks are still used (hospitals) to prevent the hindering effect of opaque masks (FFP2-type model) in speech perception among people with hearing loss, provided that any fogging of the window of the transparent mask is controlled by wiping it off as needed and the light is in front of the speaker to minimize shadows.

Interference inhibition of multimodal information in digital interfaces and its rule of cognitive processing

AbstractIn the digital interface of multimodal audio–visual presentation, the appearance of irrelevant information often brings cognitive interference or even confusion, leading to decision‐making errors when users focus on or manipulate the interface target. However, few studies have explored the brain's inhibition effect and cognitive law evoked by audio–visual interference from the perspective of interface information design. On the basis of Stroop's classic interference task, an experimental paradigm of multimodal audio–visual stimuli to induce event‐related potential (ERP) components was designed for digital interfaces in this study. Combining behavioral measurement and ERP technology, this study discussed the differences in the induced inhibition effects between the two carriers under various audio–visual interferences. The findings demonstrated that all five interference stimuli, based on functional icons and Chinese characters, elicited significant N250 and N400, with a similar time course. Compared with the Chinese character group, the functional icon group elicited more negative activity in the frontal and some parietal‐occipital regions, indicating that the functional icon required more cognitive inhibitory resources to resist interference stimuli. Moreover, the inhibition effect induced by audio–visual interference with the same semantics was significantly lower than that of opposite semantics and even lower than that of single‐sensory interference. The findings offered physiological evidence for the inhibition effect induced by audio–visual semantic interference in digital interfaces and proposed design principles for the interface information of human–machine systems.

Educational Interventions For Individuals With Hematologic Diseases: Approaches And Delivery Modalities

Introduction: this review aims to summarize current evidence on various approaches and modalities for delivering educational interventions to individuals with hematologic diseases. Methods: a literature search was conducted in three databases: pubmed, embase, and google scholar. Studies published between january 2013 and december 2023 were considered eligible if they involved some form of educational intervention for individuals with hematologic diseases. Results: out of the 572 articles initially identified, seven studies were included and underwent data synthesis. The main findings demonstrate that educational interventions implemented in this field often involve individual and group approaches, using educational tools such as written documents, audiovisual presentations, and games. These approaches are delivered by a multidisciplinary team. Overall, these interventions have led to significant improvements in participants' understanding of their health condition, enhanced self-management abilities, and improved psychological well-being. Conclusion: there is no universal method that can be applied universally. Furthermore, the literature suggests that personalized program models tailored to the needs of the population are conclusive. Based on these observations, we propose recommendations for future research directions to enhance existing methods and develop new techniques to increase the effectiveness of educational initiatives in the field of hematologic diseases

Audiovisual Translation as a Media for Teaching EFL Vocabulary to Primary School Students in Indonesia

This research demonstrates the important role of technology in education by highlighting the potential of audiovisual techniques as learning media for primary school students. Previous research studies have shown that appropriate audiovisual presentations can improve comprehension, especially in today's children who are enthusiastic about multimedia technology. A qualitative research method using a classroom action research design was used to carry out the research procedure, while thematic analysis was used to analyse the data and evaluate the findings. The aim of this study is to evaluate one of the most effective EFL vocabulary teaching methods for primary school students, namely audiovisual translation, and to summarise the students' impressions while learning vocabulary using audiovisual translation. This research contributes to innovative EFL teaching methods by suggesting the widespread use of audiovisual translation in primary schools around the world, especially in Indonesia, based on its proven success and positive responses from students.

The audiovisual competition effect induced by temporal asynchronous encoding weakened the visual dominance in working memory retrieval

ABSTRACT Converging evidence suggests a facilitation effect of multisensory interactions on memory performance, reflected in higher accuracy or faster response time under a bimodal encoding condition than a unimodal condition. However, relatively little attention has been given to the effect of multisensory competition on memory. The present study adopted an adaptive staircase test to measure the point of subjective simultaneity (PSS), combined with a delayed matched-to-sample (DMS) task to probe the effect of audiovisual competition during the encoding stage on subsequent unisensory retrieval. The results showed that there was a robust visual dominance effect and multisensory interference effect in WM retrieval, regardless of the subjective synchronous or subjective asynchronous audiovisual presentation. However, a weakened visual dominance effect was observed when the auditory stimulus was presented before the visual stimulus in the encoding period, particularly in the semantically incongruent case. These findings revealed that the prior-entry of sensory information in the early perceptual stage could affect the processing in the late cognitive stage to some extent, and supported the evidence that there is a persistent advantage for visuospatial sketchpad in multisensory WM.

Employing Critical Visual Methodologies in Development Education: An Auto-ethnographic Inquiry

Through auto-ethnography, this paper explores the use of critical visual methodologies as a pedagogical approach in teaching and learning development studies based on the author's lived experiences and living encounters as a development educator for the last two decades of his academic career. Specifically, the study unpacks the adoption of this critical pedagogy in classroom instruction as well as in the degree’s community-based practicum program. Conventional and non-conventional visual literacy strategies were also covered and analyzed in the specific context of researching vulnerable groups and communities. The visual data that were explored by this qualitative inquiry encompassed visually oriented course tasks which include the production of photographs, audio-visual presentations, posters, editorial cartoons, and sociological cartoons, among others. In ensuring coherence and complementarity in critical visual methodologies in development education, there is a need to synergize critical constructs with creative pedagogies. Meanwhile, in guaranteeing relevance and rootedness, the socio-instructional imperative is to align these alternative constructs and pedagogies to the situatedness and struggles of communities.

Early audiovisual language discrimination: Monolingual and bilingual infants’ differences in language switch detection

Successful language learning in bilinguals requires the differentiation of two language systems. The capacity to discriminate rhythmically close languages has been reported in 4-month-olds using auditory-only stimuli. This research offers a novel perspective on early language discrimination using audiovisual material. Monolingual and bilingual infants were first habituated to a face talking in the participants’ native language (or the more frequent language in bilingual contexts) and then tested on two successive language switches by the same speaker, with a close and a distant language. Code-switching exposure was indexed from parental questionnaires. Results revealed that while monolinguals could detect both the close- and distant-language switch, bilinguals only reacted to the distant language, regardless of home code-switching experience. In the temporal dimension, the analyses showed that language switch detection required at least 10 s, suggesting that the audiovisual presentation (here the same speaker switching languages) slowed down or even hindered the language switch detection. These results suggest that the detection of a multimodal close-language switch is a challenging task, especially for bilingual infants exposed to phonologically and rhythmically close languages. The current research sets the ground for further studies exploring the role of indexical cues and selective attention processes on language switch detection.

Channelling feedback through audiovisual presentations: Do higher education students perceive, use and benefit from video feedback compared to written feedback?

AbstractBackgroundDelivering effective feedback to large groups of students represents a challenge for the academic staff at universities. Research suggests that undergraduate students often ignore the Elaborated Feedback (EF) received via digital learning environments. This may be because instructors provide feedback in written format instead of using more engaging channels (e.g., audiovisual).ObjectivesThis quasi‐experimental study examines the extent to which feedback format (video vs. written) influences students' perceptions of feedback, their decision to access EF messages related to high‐stakes assignments in digital environments, and its impact on academic performance, while considering the effect of their academic engagement.MethodsA total of 171 undergraduate students received generic EF messages through a learning platform the day after submitting each course assignment. 78 students received EF in written format and 93 in video format.Results and ConclusionsOur results showed that feedback format influenced students' decision to access EF and their academic performance, but not their feedback perceptions. Students in the written‐feedback group accessed EF messages more often, but students who received video‐feedback performed better than their counterparts in the written‐feedback group. Moderation analysis showed that the relationship between the feedback format and students' academic performance was moderated by their academic engagement, suggesting that students with lower levels of academic engagement may benefit from video‐feedback.TakeawaysThe results reveal that using video feedback in digital environments may influence students' decisions to process EF and their academic achievement, especially when it comes to students with lower levels of academic engagement.

Challenges and computer-aided reading strategies in vocabulary enhancement

Early literacy development depends significantly on developing a vocabulary, and computer-aided reading techniques have the potential to improve this process. To maximize their efficacy, grade 1 teachers might encounter particular difficulties when implementing these tactics into their lesson plans. In light of this, the goal of this study is to determine the difficulties that Grade 1 instructors encounter when instructing vocabulary and investigate the possibility of using computer-aided reading procedures to help with these difficulties. The primary goal of the qualitative research for this study was to interview grade 1 teachers about their experiences and anecdotes. Six professional teachers—four from private and four from public schools— participated in the study's interviews. According to the results, the most challenges that first-grade teachers encounter when trying to expand their students' vocabulary include the transition from their native tongue to English, word pronunciation and spelling mistakes, and students' reluctance to learn new vocabulary. The twenty experienced educators use a range of techniques to help students with their vocabulary. These include using the Marungko Method in a multimedia presentation to introduce letter names and sounds, watching phonics and phonemic movies, pronouncing words using YouTube videos and audio-visual presentations, interactive slides, digital flashcards, recordings of the alphabet, and rereading while playing interactive language games to help with retention. The study's outcomes will contribute to the existing literature on vocabulary instruction and computer-aided learning, highlighting the potential of technology in addressing the challenges faced by Grade 1 teachers.

Audiovisual presentation of variable message signs improves message processing in distracted drivers during partially automated driving

Introduction: Highly automated driving is expected to reduce the accident risk occurrence by human errors, but it can also increase driver distraction. Previous evidence shows that auditory signals can help drivers take over in critical situations. However, it is still uncertain whether the potential benefit of verbal auditory signals could be generalized to driving situations where drivers are visually and auditorily distracted. Method: Our first objective was to compare the effectiveness of complementary audio messages (audio + visual condition) and visual only (visual condition) variable message signs (VMS) messages. The second objective was to explore the potential use of oral messages with traffic information to help highly-automated vehicle drivers identify critical situations. Eye-tracking data were also registered. Twenty-four volunteers participated in a driving simulator study, completing two tasks: (a) a TV series task, where they had to pay attention to an episode of a TV series while traveling along the route; and (b) a VMS task, where they had to recover the manual control of the car if the VMS message was a ‘critical message.’ Results: General results showed that, when the audio was available, the participants: (a) had a higher ability to discriminate the VMS messages, (b) were less conservative, (c) responded earlier, and (d) their pattern of fixations was more efficient. A complementary analysis showed that the counterbalance order was a moderating factor for the discrimination ability and the response distance measures. This evidence suggests a potential learning effect, not cancelled by counterbalancing the order of the conditions. Conclusion: The processing of traffic messages may improve when provided as oral and visual messages. Practical Applications: These results would be of special interest for engineers designing highly automated cars, considering that the design of automated systems must ensure that the driver's attention is sufficient to take over control.

Visual fixations during processing of time-compressed audiovisual presentations.

Time-compression is a technique that allows users to adjust the playback speed of audio recordings, but comprehension declines at higher speeds. Previous research has shown that under challenging auditory conditions people have a greater tendency to fixate regions closer to a speaker's mouth. In the current study, we investigated whether there is a similar tendency to fixate the mouth region for time-compressed stimuli. Participants were presented with a brief audiovisual lecture at different speeds, while eye fixations were recorded, and comprehension was tested. Results showed that the 50% compressed lecture group looked more at the nose compared to eye fixations for the normal lecture, and those in the 75% compressed group looked more towards the mouth. Greater compression decreased comprehension, but audiovisual information did not reduce this deficit. These results indicate that people seek out audiovisual information to overcome time-compression, demonstrating the flexibility of the multimodal attentional system.

Trial Analysis of the Encounter of Japanese and Korean Pop Culture in Local Variety Art from the Perspective of Cultural Integration TakeSisters Who Make Waves for Example

Since the 1980s, Japanese and Korean pop culture has been widely disseminated in China in the form of film and television productions. This created a wave of popularity among young people, and led to the formation of two typical Chinese youth subcultures that have had a great influence on television programmes to this day: the Ha-Japanese and the Ha-Korean subcultures. In the era of new media, both online and traditional programmes have emerged simultaneously, and most of the audiences favourite variety shows have left their mark only by virtue of their initial novelty, and have been quickly replaced by new programmes and faded into obscurity. However, the emergence of Ride the Wind 2023 seems to have broken the law of three seasons of decline for domestic variety shows. Taking Ride the Wind 2023 as an example, this paper adopts the methods of literature research, comparative research, questionnaire survey and case study to clarify the influence of Japanese and Korean popular culture in domestic variety arts. It explores the fit between variety arts and the ideological development of real society, the presentation effect of the programmes audiovisual content, and the way of localisation of the introduced variety arts. Attempts are made to find a feasible way to effectively achieve a good influence of world culture in Chinese localised variety arts. It also discusses the compatibility of variety arts with the ideological development of real society, the effect of audiovisual content presentation, and the way of localisation of variety arts in China.

The periarticular vasoconstrictor infiltration technique (PVI) for total knee and hip arthroplasty. A brief description of a new technique complemented by audiovisual presentations

The periarticular vasoconstrictor infiltration technique (PVI) for total knee and hip arthroplasty. A brief description of a new technique complemented by audiovisual presentations

Political and Business Negotiations in Spain: Socio-cultural and Linguistic features.

The article is devoted to the analysis of the specifics and structure of negotiations and discourse in politics and business, some speech techniques and phrases, as well as important details of national and cultural specifics that need to be studied in order to avoid conflicts and misunderstandings. The objectives of this work are to identify the ethno-cultural features of business communication in Spanish during negotiations, to analyze some lexical units and speech structures of the Spanish business language and to describe situations that can lead to conflicts in business communication.The material of the article was scientific culturological works of russian and foreign authors, interviews of political figures and businessmen. The research methodology includes analytical, descriptive, interpretive, classification methods.The scientific novelty of this work consists in identifying and systematizing common verbal and nonverbal features of political and business negotiations in Spain, as well as the linguistic techniques used. It should be concluded that Spaniards definitely prefer verbal communication to non-verbal, try not to focus on audiovisual material and presentations. Analysis of the way of life of Spaniards, national values, traditions, holidays, shows that in Spain there is a huge number of events, festivals which reflects the expressive and creative nature of the Spanish people. Ignorance of the fundamental elements of the Spanish national culture can lead to disagreement in official business relations, so they should be thoroughly studied before negotiations begin.

Needs Analysis for Practical Guide Based Augmented Reality (AR) in an Effort to Support Basic Physics Practicum Activities During the Covid-19 Pandemic

This study aims to conduct a field study on the need to develop Augmented Reality (AR) assisted practicum guidelines. Data collection instruments were in the form of questionnaires and interview guidelines. The subjects in this field study were students who became practicum assistants, physics laboratory staff, and lecturers of basic physics courses. Questionnaire data and interview results were analyzed qualitatively to see the real conditions of the practicum. Based on the results of data analysis, it is known that practicum manuals are still dominant in text, and practicum activities can be directed to practice problem-solving skills. The phenomenon of coastal areas can also be associated with physics practicum material. Based on the results of the practicum assistant's questionnaire, it is known that AR can facilitate physics practicum, so it is necessary to develop an AR-assisted practicum guide that presents audio-visual presentations. Based on the results of the interviews, it is also known that the constraints on practicum activities during this pandemic were that not all practicum courses were available at PheT to carry out virtual practicums, counter-dependence with assistant explanations in carrying out practicum procedures, so strict procedures could not be carried out, so it could be interpreted that a solution was needed an alternative practicum guide that is equipped with a video tutorial about practicum procedures. AR technology can be used to visualize tutorial videos that can be accessed offline.

The Impact of Using the Multimedia Modality Principle to Teach Shakespearean Drama

The present study investigates the effect of the modality principle in multimedia learning during the teaching of drama at the English department at a Saudi university, the University of Ha’il. It compares explicitly the impact of using static pictures and narration concurrently with on-screen text for the control group with the impact of using pictures with narration only for the experimental group. A sample of 69 male English-majoring students was selected and divided into control and experimental groups. The aim was to determine which group performed better than the other with the hypothesis that audio-visual presentation of the selected content would enhance students’ knowledge retention and mental skills and would lead to better learning outcomes for the experimental group. A quasi-experimental design was adopted and ANCOVA test was used to observe variation in the scores of the two groups after studying Hamlet’s play. The results support the hypothesis. Students in the experimental group outperformed their counterparts in the control group. This was observed in the post-tests on the retention of knowledge and mental skills. The findings of this study provide additional evidence of the superiority of audio-visual presentation in a previously unstudied context related to the teaching of literary content.

Use of an educational video with mobile technology for the informed consent process: A randomised controlled trial on patients undergoing surgery for an impacted lower third molar

The purpose of this study was to determine whether audiovisual presentation of consent information would significantly improve patients’ postoperative recall of risks and complications regarding surgical removal of impacted lower third molars compared to the presentation of traditional written consent information. A randomised controlled study on 59 patients undergoing third molar removal was conducted. Patients in the intervention group (n = 30) viewed an educational video on risks and complications related to surgery using mobile tablets. Control-group patients (n = 29) received written information of the risks and complications. Patients’ postoperative recall of potential risks for dysesthesia of the lower lip and tongue, infection, and bleeding along with surgical complications of facial oedema, trismus, and pain were assessed using true-false tests. The effect of audiovisual information on postoperative recall of the risks and complications was determined by comparing accuracy scores between the intervention group and control group using the independent t-test. The intervention group was found to have significantly better recall scores of the potential risks and complications, due to much higher accuracy in their recall of bleeding and dysesthesia of the lower lip and/or tongue, compared to the control group [mean (SD) 4.70 (0.94) vs 3.76 (1.50), p = 0.003]. The use of an educational video played on mobile tablets rather than a written pamphlet may lead to better understanding of the informed consent process in patients.

The Effect of Cued-Speech (CS) Perception on Auditory Processing in Typically Hearing (TH) Individuals Who Are Either Naïve or Experienced CS Producers.

Cued Speech (CS) is a communication system that uses manual gestures to facilitate lipreading. In this study, we investigated how CS information interacts with natural speech using Event-Related Potential (ERP) analyses in French-speaking, typically hearing adults (TH) who were either naïve or experienced CS producers. The audiovisual (AV) presentation of lipreading information elicited an amplitude attenuation of the entire N1 and P2 complex in both groups, accompanied by N1 latency facilitation in the group of CS producers. Adding CS gestures to lipread information increased the magnitude of effects observed at the N1 time window, but did not enhance P2 amplitude attenuation. Interestingly, presenting CS gestures without lipreading information yielded distinct response patterns depending on participants' experience with the system. In the group of CS producers, AV perception of CS gestures facilitated the early stage of speech processing, while in the group of naïve participants, it elicited a latency delay at the P2 time window. These results suggest that, for experienced CS users, the perception of gestures facilitates early stages of speech processing, but when people are not familiar with the system, the perception of gestures impacts the efficiency of phonological decoding.

Da'wah Through Youtube in The Perspective of Millennial Society

Many studies have been conducted on da'wah through YouTube, but the researchers in this study specifically analyzed the use of YouTube for preaching from the perspective of millennial society. This study is a type of descriptive research with a qualitative approach, data obtained through interviews and documentation of several millennial people who are considered representative in providing information related to research needs. The research findings show that people like to watch da'wah through YouTube and da'wah is delivered effectively, the advantages of YouTube in da'wah are in terms of audio-visual presentation of da'wah, flexible time considerations, and completeness of da'wah material delivered compared to da'wah through video on social media. Apart from the joy of being mad'u in participating in da'wah activities via YouTube, they also conveyed that there was a change in mindset, attitude and behavior after listening to the da'wah messages conveyed. This illustrates that the community has felt the benefits of using YouTube as a propaganda medium, such as in the preaching of Ustadz Adi Hidayat, K.H. Abdullah Gymnasitiar, Ustadz Abdul Shomad, Ustadzah Oki Setiana Dewi, Ustadzah Syifa Nurfadhillah who have quite a lot of followers and likes that there are up to thousands and positive comments in each of his studies.

Attention Load Regulates the Facilitation of Audio-Visual Information on Landing Perception in Badminton.

Based on the role of the high temporal sensitivity of the auditory modality and the advantage of audio-visual integration in motion perception and anticipation, we investigated the effect of audio-visual information on landing perception in badminton through two experiments; and we explored the regulatory role of attention load. In this study, experienced badminton players were asked to predict the landing position of the shuttle under the conditions of video (visual) or audio-video (audio-visual) presentation. We manipulated flight information or attention load. The results of Experiment 1 showed that, whether the visual information was rich or not, that is, whether or not it contained the early flight trajectory, the addition of auditory information played a promoting role. The results of Experiment 2 showed that attention load regulated the facilitation of multi-modal integration on landing perception. The facilitation of audio-visual information was impaired under high load, meaning that audio-visual integration tended to be guided by attention from top to bottom. The results support the superiority effect of multi-modal integration, suggesting that adding auditory perception training to sports training could significantly improve athletes' performance.