Video Recordings Research Articles

Understanding the role of video direct observed therapy for patients on an oral short-course regimen for multi-drug resistant tuberculosis: findings from a qualitative study in Eswatini

BackgroundImproving treatment success rates among multi drug-resistant tuberculosis (MDR-TB) patients is critical to reducing its incidence and mortality, but adherence poses an important challenge. Video-based direct observed therapy (vDOT) may provide adherence benefits, while addressing the time and cost burden associated with community treatment supporter (CTS)-DOT. This study explored experiences of patients, family members and healthcare workers with different DOT modalities for adherence support in Eswatini.MethodsBetween April 2021 and May 2022, thirteen men and five women with MDR-TB, ten healthcare workers, and nine caregivers were purposively sampled to include a range of characteristics and experiences with DOT modalities. Data were generated through individual in-depth interviews and a smartphone messaging application (WhatsApp). Data coding was undertaken iteratively, and thematic analysis undertaken, supported by Nvivo.ResultsFour themes emerged that reflected participants’ experiences with different DOT modalities, including stigma, efficiency, perceived risks of TB acquisition, and patient autonomy. vDOT was appreciated by patients for providing them with privacy and shielding them from stigmatisation associated with being seen in TB clinics or with community treatment supporters. vDOT was also seen as more efficient than CTS-DOT. Health workers acknowledged that it saved time, allowing them to attend to more patients, while many patients found vDOT more convenient and less expensive by removing the need to travel for in-person consultations. Health workers also appreciated vDOT because it reduced risks of TB acquisition by minimising exposure through virtual patient monitoring. Although many patients appreciated greater autonomy in managing their illness through vDOT, others preferred human contact or struggled with making video recordings. Most family members appreciated vDOT, although some resented feeling removed from the process of supporting loved ones.ConclusionsvDOT was generally appreciated by MDR-TB patients, their family members and health workers as it addressed barriers to adherence which could contribute to improved treatment completion rates and reduced workplace exposure. However, patients should be offered an alternative to vDOT such as CTS-DOT if this modality does not suit their circumstances or preferences.

Instructional Technology Tetrahedron and Network Visualization: Conceptualizing Online Teaching Through a Lens of Reflective Noticing

AbstractOnline learning and teaching, accelerated by the global pandemic and rapid advancement of digital technology, require novel conceptual and analytical tools to understand better the evolving nature of online teaching. Drawing on the classical model of the instructional triangle and previous attempts to extend it, we propose the Instructional Technology Tetrahedron (ITT)—a conceptual framework that integrates technology into the instructional triangle to represent the role of technology, as a learning tool and a mediator between teachers, students, and content. Combining the ITT framework with network visualization strategies allowed for representing the intensity of interactions within the tetrahedron. We illustrate the affordances of the ITT framework by analyzing reflective noticing patterns of three prospective secondary teachers (PSTs) who reflected on the video recordings of their own online teaching, with each PST teaching four online lessons to groups of high-school students. We demonstrate the utility of the ITT framework to characterize individual noticing patterns, in a particular lesson and across time, and to support a variety of cross-case comparisons. The discussion sheds light on the broader implications of the ITT framework.

SELF-ASSESSMENT METACOGNITIVE STRATEGIES IN A SPONTANEOUS ESL SPEECH PRODUCTION CONTEXT

Purpose – Self-assessment is regarded as a complex metacognitive process by scholars. Nevertheless, in the context of English as a Second Language (ESL) speaking, self-assessment practices often rely on assessment criteria and teacher commentaries. However, speaking involves spontaneous expression with limited access to external standards. Therefore, this case study aims to explore the metacognitive strategies that proficient ESL students use during selfassessment in spontaneous speech production contexts. Methodology – Three participants, purposefully selected, participated in two spontaneous group discussions recorded on video. Instances of participants’ dysfluency served as prompts in stimulated recall interviews, complemented by video recordings to validate participants’ responses. The thematic analysis of interview data utilised a conceptual framework integrating O’Malley and Chamot’s (1990) metacognitive strategies and Kormos’ (2006) speech production model. Findings – The analysis revealed that participants employed three key metacognitive strategies – organisational planning, selective attention, and self-monitoring to self-assess their spontaneous speech. Feedback sources, such as their proficiency in the second language (L2) and contextual factors, influenced the application and effectiveness of these strategies during self-assessment (SA). Significance – This study offers insights into how proficient ESL students self-assess their spontaneous speech production, leveraging their available resources. In addition, this study identifies speech challenges the participants encountered and how they applied metacognitive strategies to address them.

Wonder and Awe observing the sky

"Wonder” is well known to practitioners in astronomy education activities. Expressions of emotions, such as of awe and wonder, play an important role in engaging audiences, yet there exists no systematic study of these phenomena in the astronomy education literature. In this paper we analyse moments where these emotions are displayed – what we call “Awe Moments” – in observations with telescope. Using an interactional perspective, we analyzed 10 hours of video recordings of these events, collected in different institutions in Portugal. The way these emotions are produced interactionally by guides and the public is described. The data show that these interactions are recurrent and that guides and public validate, enhance and prolong these emotional moments. This work contributes to the literature on emotions in educational settings, to the training of guides and the evaluation of astronomy educational events.

Students’ Perceptions of Intersemiotically Cohesive Teaching Materials Designed for English for Agriculture

Multimodal materials have become ubiquitous in language teaching classes. However, growing evidence suggests that misalignments between multimodal elements can mislead or even confuse students. To explore such concerns, this paper focuses on the design and pedagogical application of intersemiotically cohesive multimodal materials in an English for Specific Purposes (ESP) context. Specifically, utilizing a classroom-based intervention with two groups of Thai undergraduates (N = 41) enrolled on an English for agriculture course, we employed think-aloud protocols and video recordings to capture their interactions with multimodal materials we designed. The video recordings were then used for video-stimulated focus group interviews with six representatives from each group. This allowed us to explore how these students perceived and interacted with our designed materials and enabled us to investigate how a congruence between written text, visuals, hyperlinks to translations and audio, and consciousness-raising questions affected their learning experience. The findings revealed that well-integrated multimodal resources supported vocabulary acquisition and reading comprehension. However, students reported challenges with the abstraction of text and usability of hyperlinks, suggesting areas for further material refinement. Based on our results, we make recommendations for multimodal material design and underscore the critical need for cohesive educational resources to ensure learning effectiveness and accessibility.

The Effect of Swaddling and Oropharyngeal Colostrum During Endotracheal Suctioning on Procedural Pain and Comfort in Premature Neonates: A Randomized Controlled Trial.

Endotracheal suctioning (ES) is a painful procedure frequently performed in the neonatal intensive care unit. This procedure negatively affects the comfort level of premature neonates. To determine the effect of 2 nonpharmacologic methods, swaddling and the administration of oropharyngeal colostrum, on the pain and comfort levels of preterm neonates during ES. This randomized controlled experimental study comprised 48 intubated premature neonates (swaddling group n =16; oropharyngeal colostrum group n =16; and control group n =16) at 26 to 37weeks of gestation. The neonates were swaddled with a white soft cotton cloth or administered 0.4 mL of oropharyngeal colostrum 2minutes before ES, according to the group in which they were included. Two observers evaluated the pain levels (Premature Infant Pain Profile-Revize [PIPP-R]) and comfort (Newborn Comfort Behavior Scale [COMFORTneo]) of the infants by observing video recordings of before, during, and after the procedure. A significantly lower mean PIPP-R score was found in the swaddling group during ES compared with the control group ( P =.002). The mean COMFORTneo scores of the swaddling and oropharyngeal colostrum groups during ES ( P <.01, P =.002) and the mean PIPP-R and COMFORTneo scores immediately after ES and 5, 10, and 15minutes later were significantly lower than the control group ( P <.005). Swaddling was effective both during and after the procedure, while oropharyngeal colostrum was effective only after the procedure in reducing ES-related pain in premature neonates. Swaddling and oropharyngeal colostrum were effective in increasing comfort both during and after the procedure.

Mouse Escape Behaviors and mPFC-BLA Activity Dataset: Understanding Flexible Defensive Strategies Under Threat

Responding to threats in the real world demands a sophisticated orchestration of freeze and flight behaviors dynamically modulated by the neural activity. While the medial prefrontal cortex-basolateral amygdala (mPFC-BLA) network is known to play a pivotal role in coordinating these responses, the mechanisms underlying its population dynamics remain vague. As traditional Pavlovian fear conditioning models fall short in encapsulating the breadth of natural escape behaviors, we introduce a novel dataset to bridge this gap, capturing the defensive strategies of mice against a spider robot in a natural-like environment. The adaptive escape behaviors and concurrent mPFC-BLA activity in eight mice were monitored using wireless local field potential (LFP) and video recordings, both individually and in groups. Our data offers a unique avenue to explore the neural dynamics that govern fear- and vigilance-induced threat responses in isolated and social contexts. Supplemented by detailed methodologies and validation, the dataset allows for the analysis of the transient neural oscillatory dynamics, with prospective implications for the fields of neuroscience, robotics, and artificial intelligence.

Towards an automated approach for understanding problematic gaming.

Video games have become increasingly popular worldwide, attracting billions of gamers across diverse demographics. While studies have highlighted their potential benefits, concerns about problematic gaming behaviors have also emerged. Conditions such as Internet Gaming Disorder (IGD) have been recognized by major health organizations, necessitating accurate diagnostic tools. However, existing methods, primarily reliant on self-report questionnaires, face challenges in accuracy and consistency. This paper proposes a novel technological approach to provide gaming behavior indicators, aiming to offer precise insights into gamer behavior and emotion regulation. To attain this objective, we investigate quantifiable gaming behavior metrics using automated, unobtrusive, and easily accessible methods. Our approach encompasses the analysis of behavioral telemetry data collected from online gaming platforms and incorporates automated extraction of gamer emotional states from face video recordings during gameplay. To illustrate the metrics and visualizations and demonstrate our method's application we collected data from two amateur and two professional gamers, all of whom played Counter-Strike2 on PC. Our approach offers objective insights into in-game gamer behavior, helping health professionals in the identification of patterns that may be difficult to discern through traditional assessment methods. Preliminary assessments of the proposed methodology demonstrate its potential usefulness in providing valuable insights about gaming behavior and emotion regulation. By leveraging automated data collection and visualization analysis techniques, our approach offers a more comprehensive understanding of gamer behavior, which could enhance diagnostic accuracy and inform interventions for individuals at risk of problematic gaming behaviors. Our findings demonstrate the valuable insights obtainable from a tool that collects telemetry data, emotion regulation metrics, and gaming patterns. This tool, utilizing specific indicators, can support healthcare professionals in diagnosing IGD and tracking therapeutic progress, potentially addressing challenges linked to conventional IGD assessment methods. Furthermore, this initial data can provide therapists with detailed information on each player's problematic behaviors and gaming habits, enabling the development of personalized treatments tailored to individual needs. Future research endeavors will focus on refining the methodology and extending its application in clinical settings to facilitate more comprehensive diagnostic practices and tailored interventions for individuals at risk of problematic gaming behaviors.

PTEN DELETION IN THE ADULT DENTATE GYRUS INDUCES EPILEPSY.

Embryonic and early postnatal promotor-driven deletion of the phosphatase and tensin homolog (PTEN) gene results in neuronal hypertrophy, hyperexcitable circuitry and development of spontaneous seizures in adulthood. We previously documented that focal, vector-mediated PTEN deletion in mature granule cells of adult dentate gyrus triggers dramatic growth of cell bodies, dendrites, and axons, similar to that seen with early postnatal PTEN deletion. Here, we assess the functional consequences of focal, adult PTEN deletion, focusing on its pro-epileptogenic potential. PTEN deletion was accomplished by injecting AAV-Cre either bilaterally or unilaterally into the dentate gyrus of double transgenic PTEN-floxed, ROSA-reporter mice. Hippocampal recording electrodes were implanted for continuous digital EEG with concurrent video recordings in the home cage. Electrographic seizures and epileptiform spikes were assessed manually by two investigators, and corelated with concurrent videos. Spontaneous electrographic and behavioral seizures appeared after focal PTEN deletion in adult dentate granule cells, commencing around 2 months post-AAV-Cre injection. Seizures occurred in the majority of mice with unilateral or bilateral PTEN deletion and led to death in several cases. PTEN-deletion provoked epilepsy was not associated with apparent hippocampal neuron death; supra-granular mossy fiber sprouting was observed in a few mice. In summary, focal, unilateral deletion of PTEN in the adult dentate gyrus suffices to provoke time-dependent emergence of a hyperexcitable circuit generating hippocampus-origin, generalizing spontaneous seizures, providing a novel model for studies of adult-onset epileptogenesis.

Advancing Virtual Interviews: AI-Driven Facial Emotion Recognition for Better Recruitment

Behavior analysis involves the detailed process of identifying, modeling, and comprehending the various nuances and patterns of emotional expressions exhibited by individuals. It poses a significant challenge to accurately detect and predict facial emotions, especially in contexts like remote interviews, which have become increasingly prevalent. Notably, many participants struggle to convey their thoughts to interviewers with a happy expression and good posture, which may unfairly diminish their chances of employment, despite their qualifications. To address this challenge, artificial intelligence techniques such as image classification offer promising solutions. By leveraging AI models, behavior analysis can be applied to perceive and interpret facial reactions, thereby paving the way to anticipate future behaviors based on learned patterns to the participants. Despite existing works on facial emotion recognition (FER) using image classification, there is limited research focused on platforms like remote interviews and online courses. In this paper, our primary focus lies on emotions such as happiness, sadness, anger, surprise, eye contact, neutrality, smile, confusion, and stooped posture. We have curated our dataset, comprising a diverse range of sample interviews captured through participants' video recordings and other images documenting facial expressions and speech during interviews. Additionally, we have integrated existing datasets such as FER 2013 and the Celebrity Emotions dataset. Through our investigation, we explore a variety of AI and deep learning methodologies, including VGG19, ResNet50V2, ResNet152V2, Inception-ResNetV2, Xception, EfficientNet B0, and YOLO V8 to analyze facial patterns and predict emotions. Our results demonstrate an accuracy of 73% using the YOLO v8 model. However, we discovered that the categories of happy and smile, as well as surprised and confused, are not disjoint, leading to potential inaccuracies in classification. Furthermore, we considered stooped posture as a non-essential class since the interviews are conducted via webcam, which does not allow for the observation of posture. By removing these overlapping categories, we achieved a remarkable accuracy increase to around 76.88% using the YOLO v8 model.

Video Recording of a Personal Visit: Is It Possible to Prohibit?

Video Recording of a Personal Visit: Is It Possible to Prohibit?

Teacher’s Verbal and Nonverbal Communication on Students’ Motivation in Learning English

This study focuses on the teacher's verbal and nonverbal communication as well as the student's motivation in EFL classes. The goals of this study were to (1) assess the types of verbal and nonverbal communication used by teachers in EFL classrooms and (2) investigate how verbal and nonverbal communication influences students' motivation. The descriptive-qualitative method was utilized in this study. The research subjects were a teacher and 4 students selected from two classes in tenth-grade at MAN 3 Tasikmalaya. Data were gathered through observation (video recording) and interviews. The findings of this study revealed that the verbal type of FIACS and Schmitz has been fulfilled. There are the seven types of teacher verbal communication used in the classroom by the teacher. However, the researcher discovered that the most dominant type of teacher verbal communication is asking question in this study. In addition, the researcher engages in fourth sorts of nonverbal communication. Regarding the teacher's nonverbal communication, the researcher discovered that the most dominant type is kinesics such us body movement and gestures in this study. The findings also revealed that the teacher's verbal and nonverbal communication had a beneficial impact on their motivation to learn English. Positive effects include a sense of caring, a better understanding, a sensation of pleasure or comfort, an eagerness to learn, a sense of being appreciated and respected, as well as a sense of respect.

“YOU THINK YOU'VE GOT THEM ON BOARD AND THEN THEY'RE BACK”: PRIMARY CARE CLINICIANS’ EXPERIENCES OF OFFERING SELF-MANAGEMENT ADVICE TO PEOPLE WITH BACK PAIN

Purpose and background of the studySelf-management and behaviour change is at the core of back pain management. Despite the high-rate of recurrence and healthcare utilisation, clinical guidelines do not include guidance for clinicians on return consultations. This project aimed to identify primary care clinicians’ reported practices and experiences of delivering self-management advice for people returning with persistent low back pain (LBP), to inform future delivery of self-management care.Methods and ResultsIn this qualitative study involving 27 primary care clinicians, four focus groups and two semi-structure interviews were conducted online. GPs (n=5) and physiotherapists working in primary care roles (First contact practitioners n=7, community and interface roles n=7, and mixed roles n=8) in England and Scotland shared their experience of delivering self-management advice to people returning with persistent LBP. Video recordings were transcribed verbatim and analysed with reflexive thematic analysis.Clinicians unanimously shared their frustrations identifying the challenges involved in supporting people who return with LBP. Helpful strategies to support self-management in return consultations were identified by clinicians in addition to service and system-level changes vital to optimise care. Patient-factors affecting delivery of care, lack of defined responsibility and challenges in meeting patients’ expectations illustrated the tensions that exist in return consultations.ConclusionThis novel study provides insight into the experiences and practices of the frontline primary care workforce seeing patients return with persistent or recurrent LBP. It identifies the tensions that exist between services, professional roles and between clinicians and patients regarding self-management. Important practice implications have been identified to improve information-sharing, agenda-setting, and exploring expectations.No conflicts of interest Source of fundingLisa Osborn-Jenkins is funded by University Hospital Southampton NHS Foundation Trust (UHS) Research &amp; Development PhD Fellowship [GRT0723]

Managers’ sociocognitive conflicts in collaborative learning

ABSTRACT Despite extensive research on collaborative learning and sociocognitive conflict, its impact on executive education and managers’ learning is less understood. This study addresses this gap by identifying the manifestations and topics of verbalised sociocognitive conflicts and reflective collaborative discussions in managers’ collaborative small-group learning settings. The research material comprises approximately 40.5 hours of video recordings from three separate small groups. This video material was analysed qualitatively using thematic analysis, guided by prior collaborative learning research, focusing on the role of sociocognitive conflict. Various forms of challenging as manifestations of verbalised sociocognitive conflicts were identified in the small-group setting at both the group and structural and individual and peer levels. The study demonstrates how managers’ discussions evolve from sociocognitive conflict to reflective conversations fostering collaborative learning, highlighting the crucial role of these conflicts in managers’ learning. Theoretical implications provide insights into how sociocognitive conflict evolves into collaborative learning in managers’ education, suggesting insights for further research. This study has practical implications for developing collaborative learning and executive education for managers by leveraging sociocognitive conflicts.

A pilot cluster randomised controlled trial, of an IMPlicit learning approach versus standard care, on recovery of mobility following stroke (IMPS)

Objectives To evaluate the delivery of rehabilitation using implicit motor learning principles in an acute stroke setting. Design Pilot, assessor-blind, cluster randomised controlled trial with nested qualitative evaluation. Setting Eight inpatient stroke units, UK. Participants People within 14 days of stroke onset, presenting with lower limb hemiplegia. Interventions Participants at control clusters received usual care. Participants at intervention clusters received rehabilitation using an Implicit Learning Approach (ILA); primarily consisting of reduced frequency instructions/feedback, and promotion of an external focus of attention. Video recording was used to understand the ability of intervention site therapists to adhere to the implicit learning principles, and to compare differences between groups. Measures Ability to recruit and retain clusters/participants; suitability and acceptability of data collection processes; appropriateness of fidelity monitoring methods; and appropriateness of chosen outcome measures. Results Eight stroke units participated, with four assigned to each group (intervention/control). Fifty-one participants were enrolled (intervention group 21; control group 30). Mean time since stroke was 6 days (SD 3.42; 0–14); mean age was 73 years (SD 14, 25–94). Of those approached to take part, 72% agreed. We found clear differences between groups with respect to the frequency and type of instructional statement. The ILA was acceptable to both patients and therapists. Conclusion It is feasible to evaluate the application and effectiveness of motor learning principles within acute stroke rehabilitation, using a cluster randomised design. A larger study is required to evaluate the benefits of each approach; we provide a range of sample size estimates required for this.

Quadrilaterals hierarchical classification and properties of the diagonals: A study with pre-service mathematics teachers

The aim of this research is to investigate the main characteristics of the processes of constructing a hierarchical classification of quadrilaterals and identifying properties of their diagonals by pre-service middle and secondary school mathematics teachers (PMTs), when involved in whole-class discussions with the teacher educators, after having solved tasks focused on those topics. Data collection comprised video recordings of the sessions and PMTs’ written work, analyzed qualitatively. Findings indicate that constructing the hierarchical classification of quadrilaterals involved the PMTs in prototypical judgments, and dichotomous comparisons. In comparison the identification of the diagonals’ properties was influenced more by definitions and logical relationships, reflected in judgments and comparisons. It was concluded that participation in these processes, with whole-class discussions and development of schemes to illustrate inclusion relationships, may assist PMTs with prototypical phenomenon and dichotomous comparisons, benefiting their future teaching practice.

Calculation of the main operational characteristics of a tethered high-altitude ship-based system

Objectives. Currently, UAVs are actively used in many military and civilian fields such as object surveillance, telecommunications, radar, photography, video recording, and mapping, etc. The main disadvantage of autonomous UAVs is their limited operating time. The long-term operation of UAVs on ships can be ensured by tethered high-altitude systems in which the power supply of engines and equipment is provided from the onboard energy source through a thin cable tether. This paper aims to select and justify the appearance of such system, as well as to calculate the required performance characteristics.Methods. The study used methods of systemic and functional analysis of tethered system parameters, as well as methods and models of the theory of relations and measurement.Results. The issues of design and implementation of new generation tethered high-altitude ship-based systems were considered. A rational type of aerodynamic design for unmanned aerial vehicles was determined based on existing tethered platforms. The optimal architecture of the tethered system was defined and justified. The paper presents the appearance and solution for placement onboard the ship, and describes its operation. The main initial parameters for designing high-altitude systems such as take-off weight, optimal lift altitude, maximum power required for operation, structure of the energy transfer system, as well as deployment and lift time to the design altitude were selected and calculated.Conclusions. The methodology for calculating the necessary characteristics described in the paper can be used for developing and evaluating tethered high-altitude systems. These systems are capable of performing a wide range of tasks, without requiring a separate storage and launch location, which is especially important in the ship environment. The system presented herein possesses significant advantages over well-known analogues.

Exploring the multimodal affordances of digital coding devices in fostering creative thinking in early childhood education

Digital technologies are increasingly acknowledged for their potential to enrich early childhood learning experiences, particularly in the area of creativity. However, research has tended to focus upon end products and skill development, and little is known about creative development processes. This study sought to explore young children's creative processes as they engaged with three digital coding devices over an eight-week period as part of a Digital Discovery Program. It employed a microethnography to provide nuanced observations of five young children's (aged 4–5 years) interactions and behaviours. Data was collected through approximately 40 hours of video recordings, capturing the dynamic and multimodal aspects of the childrenʼs play and learning experiences. A multimodal interaction analysis was used to examine the multimodal design affordances of each device as mapped against Murcia et al.'s (2020) A-E of Creativity Framework. The findings revealed a clear interplay between digital technologies and various modes of communication, with children demonstrating creativity through their verbal expressions, manipulation of the devices, and spatial understanding of their physical environment. By understanding the multimodal affordances of digital devices aligned with educational frameworks and embracing child-specific definitions of creativity, educators, curriculum designers, policymakers, and researchers can collectively promote creativity and enrich digital learning and play for young children.

Training Load Monitoring in Elite Youth Women's Artistic Gymnasts: A Pilot Study.

Women's artistic gymnastics (WAG) is a complex aesthetic sport in which athletes start at a young age and are exposed to high loads during their careers. Little is known about the external and internal training load characteristics among elite young gymnasts. High training loads, with variations over the weeks, are expected. There is a relationship between external and internal load variables. Cohort study. Level 3. Seven elite-level Brazilian youth artistic gymnasts (age, 11.3 ± 0.4 years; mass, 33.0 ± 7.0 kg; height, 137.7 ± 10.6 cm; experience, 4.0 ± 1.2 years) participated in this study. Five nonconsecutive microcycles were monitored. Both external and internal training loads were quantified by counting the number of elements in video recordings of training sessions and by the session rating of perceived exertion method. A total of 168 individual training sessions were monitored. The microcycle that succeeded the main competition showed a significantly lower training load than ≥3 of the other 4 microcycles for all training load variables, except for vault elements, of which microcycle 4 was inferior only to the microcycle before the competition. Significant correlations were found between weekly internal training load and the total of elements and elements performed on uneven bars. Youth women's artistic gymnasts present fluctuations in external and internal training load variables over the weeks close to a major competition. Training load management in this sport must consider the specificity of each apparatus, as they have different demands and training load behaviors. A better comprehension of external and internal training loads in youth WAG and its apparatuses can benefit coaches and support staff and provide more information to overcome the challenge of training load management in gymnastics.

Assessing CNN Architectures for Estimating Correct Posture in Cruise Machinists

Cruise machinists operate in dynamic and physically demanding environments where improper posture can lead to musculoskeletal disorders, adversely affecting their health and work efficiency. Current ergonomic assessments in such settings are often generic and not tailored to the unique challenges of maritime operations. This paper presents a novel application of artificial intelligence tools for real-time posture estimation specifically designed for cruise machinists. The primary aim is to enhance occupational health and safety by providing precise, real-time feedback on ergonomic practices. We developed a dataset by capturing video recordings of cruise machinists at work, which were processed to extract skeletal outlines using advanced computer vision techniques. This dataset was used to train deep neural networks, optimizing them for accuracy in diverse and constrained shipboard environments. The networks were tested across various computational platforms to ensure robustness and adaptability. The AI model demonstrated high efficacy in recognizing both correct and incorrect postures under real-world conditions aboard ships. The system significantly outperformed traditional ergonomic assessment tools in terms of speed, accuracy, and the ability to provide instant feedback. The findings suggest that AI-enhanced ergonomic assessments could be a transformative approach for occupational health across various industries.