Perceptions Of Videos Research Articles

Student Perceptions of Instructional Ultrasound Videos as Preparation for a Practical Assessment.

BackgroundLearning ultrasound early in the medical school curriculum helps students to understand anatomy and pathology and to perform defined ultrasound standard views. Instructional videos are a potentially valuable tool for improving the process of learning ultrasound skills. It was the aim of the present study to investigate how students perceived instructional videos as a learning aid, compared to other learning opportunities, in preparation for an Objective Structured Clinical Examination (OSCE).Materials and Methods Eleven concise ultrasound videos were created and implemented in the 4 th year at the Medical University of Vienna. The videos illustrate the predefined examination process, image optimization, and nine standardized ultrasound views. The videos were available to be used in preparation for the practical ultrasound examination, which was part of the objective structured clinical examination. The students’ perceptions of the instructional videos and other learning methods were surveyed using an online questionnaire. ResultsIn total, 445 of 640 students (69.5% of the cohort) used the instructional videos. Of those students, 134 (30%) answered the questionnaire. Of this group, 88.9% rated the instructional videos as very helpful (49.6% as extremely helpful). An ANOVA revealed a significant difference between various learning materials in terms of helpfulness. Post hoc analysis showed that instructional videos were perceived as the second most helpful learning material after “self-execution and feedback.”ConclusionThe study revealed that students use instructional videos frequently and appreciate them as an extra tool for effective studying.

Comparison of Faculty and Student Perceptions of Videos in the Online Classroom

While instructors and students generally value the integration of videos in the online classroom, there are a number of practical considerations that may mediate the utility of videos as a teaching and learning tool. The current survey examines faculty and student perceptions of videos in the online classroom with an emphasis on the practical factors that influence video integration. Results indicate differences in faculty and student acceptance and endorsements of videos for content presentation compared to assignment feedback. Faculty desire more opportunities to interact with their students (i.e., video-based discussions, video-conferencing, and student-generated videos) and highlighted efficiency as a key consideration. Students emphasized a desire for multiple opportunities to engage with course material; while students value text-based resources, they also want to have options to learn and interact via video and audio. Key to student recommendations is an awareness of the time involved to engage with online videos. Discussion highlights practical approaches to maximize the value and utility of videos in the online classroom.

Gender Differences in Perceptions of Conventional Video, Virtual Reality and Augmented Reality

<p class="Abstract"><strong>Abstract--</strong>The user’s emotional involvement plays an important role in adopting new technologies. The level of engagement with and adoption of new digital applications depends on various personal, contextual, and emotional factors. In our study, we assessed the personal factors, such as gender differences, of perceiving and adopting technologies such as virtual reality (VR), augmented reality (AR), and conventional video. Furthermore, we assessed what kind of emotions are involved in and invoked by the context of new technologies. This is a quantitative study in which students were asked to perform experiments on VR, AR, and conventional videos. After the experiments, participants were asked to fill out a predefined survey about their emotional reactions to the experiments. The results show, unlike the prior research, that female participants were more enthusiastic about the usage of new technologies than males. The user experience of VR, AR and conventional videos triggered more positive emotions among females than males. For practitioners, the results suggest that the audio-visual technologies could engage more females than males. For academics, this study provides further research on how to trigger users to adopt new audio-visual technologies<em>. </em></p>

Parenting “YouTube Natives”: The Impact of Pre-Roll Advertising and Text Disclosures on Parental Responses to Sponsored Child Influencer Videos

The Children's Advertising Review Unit's recent press releases involving child influencer unboxing videos expressed concern that they did not appropriately disclose sponsorship. Placement of pre-roll advertising was also cited as contributing to the blurring between content and advertising. This study investigated parents’ understanding of and responses to sponsored child influencer unboxing videos. We conducted a 2 × 3 online experiment among 418 parents that examined the influence of sponsorship text disclosure (present or absent) and sponsor pre-roll (sponsor pre-roll, nonsponsor pre-roll, and no pre-roll) on conceptual persuasion knowledge, perceptions of sponsorship transparency, and several outcome measures. We also tested the potential moderating variable of parental mediation. We found that sponsor pre-roll advertising positively impacted parents’ perceptions of sponsorship transparency, which in turn mediated attitudinal and perceptual outcomes. In addition, high levels of parental mediation conditionally impacted the indirect effect of a sponsor pre-roll advertisement via sponsorship transparency on perceptions of the unboxing video and attitudes toward the sponsor. Based on the findings, we discuss theoretical, managerial, and public policy implications.

P154 - Perceptions of Videos Designed to Portray Evidence-Based Feeding Practice Guidelines for Young Children

P154 - Perceptions of Videos Designed to Portray Evidence-Based Feeding Practice Guidelines for Young Children

A qualitative analysis of students' perceptions of videos to support learning in a psychomotor skills course.

This qualitative study analysed students' experiences and perceptions about different types of videos in a psychomotor skills course, relating to clinical knowledge and skills and how they benefited learners in and out of the classroom. Subjects were recruited from 4th and 5th year dental undergraduate programme. The recruitment was terminated after 24 students participated since data saturation was reached. A semi-structured interview was conducted with each participating student, digitally recorded and transcribed verbatim. A thematic analysis was performed using an inductive approach to identify key themes. Four key domains were identified from thematic analysis: functionality and access; learning and understanding; clinical skills preparation and performance and supplementary learning resources. Students perceived videos to be an important and vital learning tool relating to its on-demand access, control of functionality and use for particular needs that is not possible from textbooks or lectures. Video learning materials allows students to clarify knowledge, improve cognitive thinking and enhance revision of theoretical concepts and clinical skills. Two types of video were regarded as particularly useful as students reported being actively and cognitively engaged in the learning content and broadened their clinical experience. In addition, students reported mental preparation of clinical psychomotor skills using their own mental visualisation which enabled them to prepare for the clinical care of their patients. This qualitative research supports the benefits of learning from videos in relation to convenience of access and functionality of the videos. In addition, it shows novel aspects to learning from videos that are more cognitively engaging and in mental preparation of clinical skills prior to patient care.

TEAMS (Tele-Exercise and Multiple Sclerosis), a Tailored Telerehabilitation mHealth App: Participant-Centered Development and Usability Study.

BackgroundPeople with multiple sclerosis face varying levels of disability and symptoms, thus requiring highly trained therapists and/or exercise trainers to design personalized exercise programs. However, for people living in geographically isolated communities, access to such trained professionals can be challenging due to a number of barriers associated with cost, access to transportation, and travel distance. Generic mobile health exercise apps often fall short of what people with multiple sclerosis need to become physically active (ie, exercise content that has been adapted to accommodate a wide range of functional limitations).ObjectiveThis usability study describes the development process of the TEAMS (Tele-Exercise and Multiple Sclerosis) app, which is being used by people with multiple sclerosis in a large randomized controlled trial to engage in home-based telerehabilitation.MethodsTwenty-one participants with disabilities (10 people with multiple sclerosis) were involved in the double iterative design, which included the simultaneous development of the app features and exercise content (exercise videos and articles). Framed within a user-centered design approach, the development process included 2 stages: ground-level creation (focus group followed by early stage evaluations and developments), and proof of concept through 2 usability tests. Usability (effectiveness, usefulness, and satisfaction) was evaluated using a mixed-methods approach.ResultsDuring testing of the app’s effectiveness, the second usability test resulted in an average of 1 problem per participant, a decrease of 53% compared to the initial usability test. Five themes were constructed from the qualitative data that related to app usefulness and satisfaction, namely: high perceived confidence for app usability, positive perceptions of exercise videos, viable exercise option at home, orientation and familiarity required for successful participation, and app issues. Participants acknowledged that the final app was ready to be delivered to the public after minor revisions. After including these revisions, the project team released the final app that is being used in the randomized controlled trial.ConclusionsA multi-level user-centered development process resulted in the development of an inclusive exercise program for people with multiple sclerosis operated through an easy-to-use app. The promotion of exercise through self-regulated mHealth programs requires a stakeholder-driven approach to app development. This ensures that app and content match the preferences and functional abilities of the end user (ie, people with varying levels of multiple sclerosis).

Blended versus face-to-face: Evidence from a graduate corporate finance class

ABSTRACTThe author compared students' perceptions of prelecture videos replacing face-to-face (F2F) classes in blended and F2F graduate corporate finance classes. Using 176 anonymous survey responses from eight F2F and two blended classes during the 2014–2016 year, the author found that students in the blended classes had a greater belief that prelecture videos could replace F2F classes than did students in the F2F classes. Students in the blended classes showed a greater understanding of the flipped lecture format and performed better than students in the F2F classes. Students in the blended classes also tended to rate the instructor's teaching effectiveness lower than students in the F2F classes.

Patient perceptions of text-messages, email, and video in dermatologic surgery patients

We developed dermatology patient education videos and a post-operative text message service that could be accessed universally via web based applications. A secondary outcome of the study was to assess patient opinions of text-messages, email, and video in the health care setting which is reported here. An investigator-blinded, randomized, controlled intervention was evaluated in 90 nonmelanoma MMS patients at Wake Forest Baptist Dermatology. Patients were randomized 1:1:1:1 for exposure to: 1) videos with text messages, 2) videos only, 3) text messages-only, or 4) standard of care. Assessment measures were obtained by the use of REDCap survey questions during the follow up visit. 1) 67% would like to receive an email with information about the procedure beforehand 2) 98% of patients reported they would like other doctors to use educational videos as a form of patient education 3) 88% of our patients think it is appropriate for physicians to communicate to patients via text message in certain situations. Nearly all patients desired physicians to use text-messages and video in their practice and the majority of patients preferred to receive an email with information about their procedure beforehand.

Perceptions of recruitment videos from armed forces.

Perceptions of recruitment videos from armed forces.

Individual differences of science teachers and interactive video retrieval

Purpose This article aims to examine how the interactions and perceptions of users from a defined domain, i.e. science education, vary across different groups of teachers while retrieving video. Given the prevalence of digital resources in use in education today, it is critical to assess users’ perspectives and experiences for retrieving information across different contexts and individual user groups. Design/methodology/approach Interactive search experiments with 28 users were performed. A pre-experiment questionnaire collected the demographic information used to form groups for comparison in the present study. Users attempted six experimenter-developed topics using a prototype video retrieval system; experimental measures were recorded, including all actions, completion rates, errors and durations. Users rated their experiences and levels of satisfaction with different aspect of the system after each search topic. Data analyses included mean comparisons across the different groups. Findings A variety of influences emerged from the results, including significant variations among teachers’ interactions, levels of satisfaction and expectations across different groups of users. Research limitations/implications Understanding the interactions and perceptions when retrieving digital video provides insights for information professionals on how to better support the needs of different users. If systems are not taking into account users and context, there can be a mismatch between the needs of users and interactive systems, which can lead to low perceptions and further underuse of digital resources. Originality/value Although similar influences on digital libraries have been analysed in other contexts, they have not been directly assessed, as they specifically pertain to experiences with and perceptions of video.

The Perceptions of Saudi EFL English-Major Students of the Impact of Video Materials on the Improvement the Listening Skill

The study attempted to explore the EFL Saudi university students’ perceptions of the impact of video material on their listening skill. More specifically, the study attempts to answer the following primary question; “To what extent do Saudi EFL students perceive that video integration in listening classrooms is effective on their listening comprehension level?” The sample of the study consisted of 18 male students majoring in English, between 18-20 years old, enrolling in English 044 course for the listening and speaking skills during the first semester of 2014. They were studying at the English Department of College of Languages and Translation at Al-Imam Muhammad Ibn Saud Islamic University, Riyadh-Kingdom of Saudi Arabia. The instruments of the study included a close-ended questionnaire, and open-end question in which the respondents were asked to write a short paragraph expressing their preferences to either video utilization or audio usage. The SPSS program was used for data analysis of the close-ended questionnaire, namely T-test, Percentages, Means and Standard Deviations were calculated to analyze the study participants’ responses to the questionnaire items. Quantitative analysis was also used to interpret the study participants’ responses to the open-ended question. The results of the study indicated that there were statistically significant differences in the subjects’ perceptions of videos and audios integration in the listening skill in favor of videos utilization. The quantitative analysis revealed that students were more interested in learning to listen with videos rather than learning with audios. Recommendations were stated for researchers, teachers of English, stakeholders, and educational institutions in Saudi Arabia.

Eerlijkheid van selectie op basis van papieren en video-cv’s

Internet and multi-media are increasingly being used for recruitment and selection, such as in video resume screening. This paper presents the general findings and rationale of a dissertation on fairness perceptions of video resumes vis-a-vis paper resumes. Potential hiring discrimination was also considered. Applicant perceptions of video resumes compared to paper resumes were influenced by applicant characteristics, like ethnic background, language proficiency and educational level/GMA. Extraverted applicants experienced more opportunity to perform in video resumes compared to introverted applicants. Recruiter perceptions of video resumes were more negative compared to paper resumes. Despite discriminatory concerns, video resumes did not necessarily lead to hiring discrimination. Reported human capital in paper resumes, such as extracurricular activities, partly explained the existing differential job access among ethnic groups. Implications and suggestions for future research are discussed.

Use of online clinical videos for clinical skills training for medical students: benefits and challenges

BackgroundMultimedia learning has been shown effective in clinical skills training. Yet, use of technology presents both opportunities and challenges to learners. The present study investigated student use and perceptions of online clinical videos for learning clinical skills and in preparing for OSCE (Objective Structured Clinical Examination). This study aims to inform us how to make more effective us of these resources.MethodsA mixed-methods study was conducted for this study. A 30-items questionnaire was administered to investigate student use and perceptions of OSCE videos. Year 3 and 4 students from 34 Korean medical schools who had access to OSCE videos participated in the online survey. Additionally, a semi-structured interview of a group of Year 3 medical students was conducted for an in-depth understanding of student experience with OSCE videos.Results411 students from 31 medical schools returned the questionnaires; a majority of them found OSCE videos effective for their learning of clinical skills and in preparing for OSCE. The number of OSCE videos that the students viewed was moderately associated with their self-efficacy and preparedness for OSCE (p < 0.05). One-thirds of those surveyed accessed the video clips using mobile devices; they agreed more with the statement that it was convenient to access the video clips than their peers who accessed the videos using computers (p < 0.05). Still, students reported lack of integration into the curriculum and lack of interaction as barriers to more effective use of OSCE videos.ConclusionsThe present study confirms the overall positive impact of OSCE videos on student learning of clinical skills. Having faculty integrate these learning resources into their teaching, integrating interactive tools into this e-learning environment to foster interactions, and using mobile devices for convenient access are recommended to help students make more effective use of these resources.

Fairness Perceptions of Video Resumes among Ethnically Diverse Applicants

This study investigated ethnic majority and minority applicants' fairness perceptions (N = 445) of video resumes, compared with paper resumes. Additionally, the moderating effect of minorities' ethnic identity and language proficiency on fairness perceptions of video/paper resumes was studied. Despite discriminatory concerns, ethnic minority applicants perceived the fairness of video resumes equally or more positively when compared with ethnic majority applicants, and when compared with paper resumes. Minorities' ethnic identity was positively related to fairness perceptions of resumes. Furthermore, language proficiency was a significant moderator: Higher proficiency was related to higher fairness perceptions of paper resumes. The implication is suggested that ethnic minority applicants may prefer a more personalized way of applying (video resume), instead of less personalized ways.

Usage of video sharing websites: Drivers and barriers

Using a technology acceptance model (TAM) and uses and gratification theory (U&G) as primary theories, this exploratory study investigates what factors promote or hinder the use of video sharing websites. Theoretically, this study attempts to examine the integration of TAM and U&G with other perceptions of video sharing sites and consumer characteristics. Practically, the investigation provides video sharing websites with insights into the appeal of their sites to audiences. In addition, this study may help offline video media counter the threats from the drastic growth of video sharing websites. The findings concludes that those males who use the Internet for emotional pleasure and excitement, perceive video sharing websites to have greater usefulness, ease of use, substitutability, and content variety are more frequently using video sharing websites. With respect to service evaluation factors, content variety appears to mitigate the negative effects of content quality, loading speed, screen size, display resolution, and audio quality on video sharing websites.

Interviewing rape complainants: Police officers' perceptions of interview format and quality of evidence

AbstractThis study explored police perceptions of video recording rape complainant interviews for investigative and evidential purposes. Officers (N = 136) rated the accuracy of one of three mock transcripts of a rape complainant video interview: A ‘standard interview’ containing inappropriately closed and leading questions; a ‘structured interview’ with open and appropriately closed questions and a ‘cognitive interview’ (CI) containing the CI mnemonics. Officers' in the standard condition rated the complainant as less accurate and that they were less likely to proceed with charges than in the structured and CI conditions. Officers cited the main advantages of video interviewing as improved forensic quality and interviewing practices, and the ability to use the interview as good evidence. Officers' rated the ideal characteristics of the complainant's video interview similarly when used for investigative compared to evidential purposes. These findings suggest video recording complainant interviews may be one way of improving quality resolutions in rape cases. Copyright © 2011 John Wiley &amp; Sons, Ltd.

“Sprouting” the Couch Potato: Techniques to Increase the Effort Learners Invest in Video-Based Materials

Although videotapes are a popular instructional medium in the training environment, viewers often adopt a passive stance toward learning from video. Viewers perceptions of video as a passive, “easy” medium may minimize the information they gain from video-based instruction. If instructional designers and trainers want to encourage the “couch potato” to process the content of a video-based lesson in an active manner, they should make sure that their lessons are designed to facilitate this process. This article discusses the relationship of mental effort to achievement, provides recommendations for designing video-based materials to increase the effort learners invest in the instruction, and presents a list of practical techniques for increasing learners' mental effort and achievement that can be incorporated into lessons that include video-based materials.

Supporting generic skills development in accounting through the simulation of unstructured case studies using video

PurposeApprehension often accompanies the use of unstructured cases from the perspective of teachers and students. To assist in allaying concerns an instructional video that assists learning was developed. However, the effectiveness of the video may be reduced by issues of quality and therefore the purpose of this study is to determine student perceptions of video quality.Design/methodology/approachThe relationship between the quality of the video and students engaging in the learning was established through a review of the literature. A survey of 114 students was undertaken to determine perceptions of the quality of the instructional video. A multiple‐item measure was used to establish a scale of quality.FindingsResults from this study show that the use of an instructional video to support learning was effective. A key finding of the survey is that students believed the quality to be effective for the imparting of both knowledge and teaching approach.Originality/valueThe study provides support for the use of videos as an effective delivery mode to improve student learning.

Faculty and Graduate Student Search Patterns and Perceptions of Videos in the Online Catalog

ABSTRACT In this study, Texas A&M University faculty and graduate students from 16 departments completed a survey about their methods of finding videocassettes in the library, how they searched the online catalog LibCat for videocassettes, and their perceptions of catalog record elements. Results demonstrated that the majority of respondents used LibCat the most often for finding videocassettes. They searched by title and were satisfied with known item searching. Finally, respondents considered authors of original works, actors, and directors as useful to both search and view in LibCat, while few perceived editor, consultant, and camera person as useful.