Video Screen Capture Research Articles

Immersive storytelling for pro-environmental behaviour change: The Green Planet augmented reality experience

Immersive media is becoming more mainstream but its role in challenging social norms and individuals’ behaviours is less understood. We implemented a survey at The Green Planet Augmented Reality Experience, one of the largest immersive experiences in the United Kingdom, investigating the potential of nature-themed augmented reality (AR) experiences to encourage sustainability beliefs and pro-environmental behaviours, with a one-month follow-up. A video condition group was also recruited to watch a 2D screen-capture video of the AR experience. Results suggest that the AR group had increased in sustainability attitudes and pro-environmental behaviours after (vs. before) the experience, and this persisted at follow-up one month later. When compared to the video group, the AR group scored higher in sustainability beliefs immediately after engaging with the media (but did not differ in pro-environmental behavioural intentions). At a one-month follow-up, both groups appeared to have declined in sustainability beliefs and behaviours in comparison to immediately after media exposure (but were still greater when compared to before exposure). While the two groups did not differ in sustainability beliefs, AR visitors reported to have performed more pro-environmental behaviours in the month following the experience and even increased significantly more since before attending the experience when compared to those in the video condition. Finally, we built a model of cognitive mechanisms of longitudinal pro-environmental behaviour change by media, identifying the sense of presence and connection with nature as mechanisms through which immersive media can promote greater behaviour change when compared to traditional video media. Limitations and industry implications are discussed.

“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?

AbstractMuch research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study seeks to address that gap. We report an exploratory embedded case study in which three groups of students in one classroom created a computer game designed to teach peers about climate science, while drawing on scientific knowledge, principles of game design, and computational thinking practices. Data sources were student design sheets, computer video, and audio screen capture while students created their game, and interviews after completing the curriculum unit. A theme‐driven framework was used to code the data. A curricular emphasis on systems across climate systems, game design, and computational thinking practices provided a context designed to synergistically supported student learning. This embedded case study provides a rich example of what a collaborative game design task in a constructionist context looks like in a middle school science classroom, and how it supports student learning. Game design in a constructionist learning environment that emphasized learning through building a game allowed students to choose their pathways through the learning experience and resulted in learning for all despite various levels of programming experience. Our findings suggest that game design may be a promising context for supporting student learning in STEM disciplines.

Endoscopic Transorbital Surgery for Trigeminal Schwannoma: Introduction of a Novel Approach: 2-Dimensional Operative Video.

The major indications of endoscopic transorbital approach include spheno-orbital meningiomas, cavernous sinus lesions, and Meckel cave lesion such as trigeminal schwannomas. It can avoid excessive brain retraction and allows for a fast recovery to the normal daily living activity. To access the cavernous sinus, the sagittal crest and meningo-orbital band should be identified and cut. 1. Skin incision along the superior eyelid is performed. 2. Careful dissection of the soft tissue under the orbicularis is required not to injure the orbital septum. 3. After the lateral orbital rim is exposed, the periosteum and periorbita are elevated from the lateral orbital wall. 4. Drilling of the zygomatic bone within the orbit exposes the temporalis muscle first followed by the exposure of the temporal dura. It is essential to obtain adequate working room when the base of the greater sphenoidal wing is drilled. The sagittal crest should be removed, and the meningo-orbital band should be cut to expose the lateral cavernous sinus wall. For successful access through the orbit, endoscopic transorbital approach needs to minimize the retraction of the orbit. To achieve this goal, retraction of the orbit should be limited to a maximum of 10 minutes. This approach can be combined with lateral orbitotomy. It provides a wider working room and makes surgery easier to access the lateral temporal lobe.The patient consented to the procedure, and the participants and any identifiable individuals consented to publication of his/her image. Images at 1:29 reproduced from Corrivetti F, de Notaris M, Di Somma A, et al, "Sagittal crest": definition, stepwise dissection, and clinical implications from a transorbital perspective, Operative Neurosurgery, 22(5), p e206-e212, ©2022, by permission from the Congress of Neurological Surgeons. Video screen capture from The Neurosurgical Atlas at 1:06 used with permission from Aaron Cohen-Gadol; ©The Neurosurgical Atlas, all rights reserved.

Predicting student disengagement: Harnessing visual cues for intelligent tutoring systems

Intelligent tutoring systems have the potential to enhance the learning experience for children, but it is crucial to detect and address early signs of disengagement to ensure effective learning. In this paper, we propose a method that utilizes visual features from a tablet tutor's user-facing camera to predict whether a student will complete the current activity or disengage from it. Unlike previous approaches that relied on tutor-specific features, our method leverages visual cues, making it applicable to various tutoring systems. We employ a deep learning approach based on a Long Short Term Memory (LSTM) model with a target replication loss function for prediction. Our model is trained and tested on screen capture videos of children using a tablet tutor for learning basic Swahili literacy and numeracy in Tanzania. With 40% of the activity remaining, our model achieves a balanced-class size prediction accuracy of 73.3%. Furthermore, we analyze the variation in prediction accuracy across different tutor activities, revealing two distinct causes of disengagement. The findings indicate that our model can not only predict disengagement but also identify visual indicators of negative affective states that may not lead to non-completion of the task. This work contributes to the automated detection of early signs of disengagement, which can aid in improving tutoring systems and guiding pedagogical decisions in real-time.

Screen capture video demonstrating the basic workflow of electrode localization and labeling.

Screen capture video demonstrating the basic workflow of electrode localization and labeling.

“It makes you feel like they’ve actually put effort into it.” Students’ perceptions of screen-capture video feedback on assignments on a social science course

ABSTRACT This article is the first to examine the use of screen-capture video feedback on student assignments on a social science degree at a British university. It is based on qualitative, focus group, research with students who received one or more video recordings on their academic work over the period 2019–2021. The article first places video feedback in the wider context of research on the subject. Our literature review suggests that whilst video does not herald a pedagogic revolution, it is a considerable advance on orthodox written feedback. Our findings are that students prefer video recordings because they provide (1) an interpersonal aspect to feedback; (2) more extensive, detailed, nuanced and directed coverage of their work than with written comments; (3) a more credible appreciation of their grade. Our discussion ends with a summary of our findings and a breakdown of the benefits and constraints of video feedback.

Pengembangan Screencast Presentasi Akuntansi Untuk Siswa SMA

Interest, attention and motivation of students in doing learning can be made more interesting by using learning media in the form of screencasts. Screencast is the activity of recording from a computer screen display or also called screen capture video with additional narration in the form of audio. In using this media, students can learn independently, because the material can be repeated as needed. Presentation of material that is interesting and clear, does not give people boredom because the learning is coherent according to the learning procedure, is not complicated and can be equipped with practice questions and discussions. Very clear and good voice filling, various images, colors and motion effects add value to the use of this learning media, so that material in lessons that are considered difficult can be completed easily. Students can clearly know the course of the lesson and explain the material. This research development method uses the ADDIE model. This method includes Analysis, Design, Development and Implementation and Evaluation. Validation from media experts, material experts and colleagues, even this media was tested on 34 students/respondents. The conclusion on this media is through the responses of each validator questionnaire so that this media gets results in the form of criteria that are very suitable for use in the learning process.

The device on the desk – a sociomaterial analysis of how Snapchat adapts to and participates in the classroom

ABSTRACT This study analysed how students’ mobile phones and Snapchat are adapted to and participate in the classroom. Insights from the actor network theory were used to discuss the interconnections between students, mobile phones, Snapchat, desks, and plenary teaching. We applied video analysis to examine the minute details of unfolding sociomaterial practices. The data, which was produced in a Finnish upper secondary school in 2015–2016, is a composition of ethnographic classroom video material and screen-capture video recordings from students’ smartphones. In this study, we asked how the presence of mobile phones and Snapchat become possible in the relatively restricted pedagogical space of plenary teaching. The analysis yielded two important findings. First, students use effort to adapt Snapchat to the demands of the ongoing plenary teaching. Second, the analysis demonstrates the flexibility of the mobile phone–Snapchat entanglement that plays a crucial role in its adaptation.

Overview of the Versatile Video Coding (VVC) Standard and its Applications

Versatile Video Coding (VVC) was finalized in July 2020 as the most recent international video coding standard. It was developed by the Joint Video Experts Team (JVET) of the ITU-T Video Coding Experts Group (VCEG) and the ISO/IEC Moving Picture Experts Group (MPEG) to serve an ever-growing need for improved video compression as well as to support a wider variety of today’s media content and emerging applications. This paper provides an overview of the novel technical features for new applications and the core compression technologies for achieving significant bit rate reductions in the neighborhood of 50% over its predecessor for equal video quality, the High Efficiency Video Coding (HEVC) standard, and 75% over the currently most-used format, the Advanced Video Coding (AVC) standard. It is explained how these new features in VVC provide greater versatility for applications. Highlighted applications include video with resolutions beyond standard- and high-definition, video with high dynamic range and wide color gamut, adaptive streaming with resolution changes, computer-generated and screen-captured video, ultralow-delay streaming, 360° immersive video, and multilayer coding e.g., for scalability. Furthermore, early implementations are presented to show that the new VVC standard is implementable and ready for real-world deployment.

Using handheld user interface and direct manipulation for architectural modeling in immersive virtual reality: An exploratory study

AbstractThis study comparatively investigates the affordances and constraints of two modeling methods for three‐dimensional modeling in immersive virtual reality (IVR): handheld user interface (HUI) and direct manipulation modeling (DM). The experimental study was conducted with 20 graduate students and two domain experts. Data were collected with screen capture videos of the modeling screen and video recordings of the users' gestures during the modeling session. To triangulate the findings for better reliability, an open‐ended questionnaire was administered just after the modeling session to collect written data about the modeling experience and the investigated modeling methods. Collected data were analyzed by qualitative coding methods. Analyses focused on affordances and constraints of modeling techniques, user preferences about virtual environments, effects of instant scale feature during modeling, locomotion techniques in IVR, ergonomics of the hardware related to modeling tasks, and usability of modeling interfaces in IVR. The results showed that DM modeling could be supported by (i) numeric input via a novel type of keyboard, (ii) a convenient HUI's menu interface with menu hierarchy wherever needed, and (iii) better locomotion techniques. This study generated suggestions for ensuring that efficient modeling applications for design studios, computer aided design courses, and professional practices in IVR can be implemented by investigating affordances and constraints.

How streamification challenges the Royal Danish Library’s collection of cultural heritage

Danish legal deposit legislation mandates that the Royal Danish Library must collect contemporary culture for the benefi t of the public and researchers, now and in the future. In this article, I analyse how the move toward access models and the subsequent streamifi cation of media content challenges the collection of cultural heritage. I draw on empirical data from two central activities. The main empirical data stems from archival research and interviews with the library’s internal and external stakeholders. Th e second source of empirical data is the in-house testing performed by web curators when they analysed the collection of streaming-only content via an API from the Danish Broadcasting Corporation (DR). The analysis is followed by a discussion of the eff ects of streaming software and services on collection methods such as stream-ripping, screen capture (image or video), and research collaborations with the producers and distributors of born-digital content.

Early Prediction of Children’s Task Completion in a Tablet Tutor using Visual Features (Student Abstract)

Intelligent tutoring systems could benefit from human teachers’ ability to monitor students’ affective states by watching them and thereby detecting early warning signs of disengagement in time to prevent it. Toward that goal, this paper describes a method that uses input from a tablet tutor’s user-facing camera to predict whether the student will complete the current activity or disengage from it. Training a disengagement predictor is useful not only in itself but also in identifying visual indicators of negative affective states even when they don’t lead to non-completion of the task. Unlike prior work that relied on tutor-specific features, the method relies solely on visual features and so could potentially apply to other tutors. We present a deep learning method to make such predictions based on a Long Short Term Memory (LSTM) model that uses a target replication loss function. We train and test the model on screen capture videos of children in Tanzania using a tablet tutor to learn basic Swahili literacy and numeracy. We achieve balanced-class-size prediction accuracy of 73.3% when 40% of the activity is still left.

How Feedback From an Online Video Game Teaches Argument Writing for Environmental Action

Literacy researchers have explored how video games might be used as supplementary texts in secondary English language arts (ELA) classrooms to support reading instruction. However, less attention has been focused on how video games, particularly online educational games designed to teach argumentation, might enhance secondary ELA students’ writing development. In this article, we describe how the pedagogical feedback provided by one such game, Quandary, influenced two seventh graders’ written arguments in advocacy letters addressed to the state governor regarding a local environmental disaster. We compare these two embedded cases to data from 10 focal students, as well as patterns from 114 seventh graders (in five ELA classes). Based on our analysis of screen-capture video of students’ gameplay, drafts of their advocacy letters, and video-stimulated recall interviews, we conclude that game feedback rewarding or penalizing predetermined right or wrong player moves may encourage students to develop argumentation strategies that are less effective in more complex rhetorical situations and may foster a false sense of competence.

Teaching and Learning via Technology: Digital Feedback

Written formative-feedback within most university courses has been proven to be limited in its scope and content, with time being a limited resource, resulting in written feedback often being unclear, vague, and confusing. However, feedback using screen-capture videos can be more effective than written feedback, particularly for formative-evaluations, creating beneficial synergy between learning-activities and learning-outcomes. Notwithstanding evidence, the consensus of many teachers is that written-feedback is faster than video-feedback, so screen-capture video is seldom used.
 This paper makes two points: video screen-capture enhances feedback and using feedback via screen-capture video instead of written-feedback is a superior method of formative evaluation, saving time and helping students reach learning outcomes; additionally, filming lectures with embedded power-points, making them available to students, can be important for formative feedback. These time-saving methods have been applied to two courses at Malmö University, i.e. “Basic English Grammar Skills for University” and “Basic English Writing and Presenting Skills for University”.

Innovative digital tools in EBP and information literacy education for undergraduate nursing students

Background: Information literacy (IL) skills are essential for the translation of current knowledge into evidence-based practice (EBP) in healthcare, which in turn improves patient outcomes. However, students enter pre-registration nursing programs with variable IL skills, which can present challenges when preparing research-literate nursing graduates. Objectives: To develop an online module for nursing students to learn the information literacy skills they require to effectively implement EBP. Project design: A self-paced, interactive online module was developed for final year pre-registration nursing students at an Australian university and launched in late January 2019. Four different digital tools, including screen-capture videos, split-screen tutorials, e-portfolio/learning journey platforms, and digital badges, were integrated to create an interactive module on database searching and systematic reviews. A student feedback survey was added to collect information on the students’ learning experience. Results: Students reported the online module was challenging but engaging and that its self-paced interactive nature assisted their learning. Digital badges were reported as a motivating factor by students, and their attitudes toward EBP were positive. Students were able to complete the module on their own, but a handful required face-to-face assistance. Conclusion: This project successfully integrated screen-capture videos, split-screen tutorials, e-portfolios and micro-credentialing into one online learning module to assist nursing students with developing the IL skills required for effective EBP.

The Electronic Health Record Objective Structured Clinical Examination Station: Assessing Student Competency in Patient Notes and Patient Interaction.

IntroductionThe ability to utilize the electronic health record (EHR) without compromising the doctor-patient relationship (DPR) is an essential skill of all physicians and trainees, yet little time is spent on educating or assessing learners on needed techniques. To address this gap, we developed a conventional OSCE station coupled with a simulated patient chart within the Epic program in order to assess our students' skills utilizing the EHR during a patient encounter.MethodsOf third-year medical students, 119 were given full access to the patient's simulated chart 24 hours in advance of their OSCE to review clinical data. During an in-person OSCE with a standardized patient (SP), students performed a focused history and physical, using the EHR to verify allergies and medications. Students completed an electronic patient note graded by faculty. SPs evaluated the students on communication and interpersonal skills with specific rubric elements. Faculty graded the students' notes to evaluate their expression of clinical reasoning in the assessment and plan.ResultsTraining SPs and faculty to assess students on EHR skills was feasible. After implementation of a comprehensive curriculum focused on EHR and DPR, there was a significant difference on EHR-related communication skills (M = 76.4, SD = 17.6) versus (M = 37, SD = 28.9) before curriculum enhancement t (117.9) = −12.4, p <.001.DiscussionThe EHR OSCE station provided a standardized method of assessing students' EHR skills during a patient encounter. Challenges still exist in the technological requirements to develop and deliver cases in today's EHR platform.

Self-regulation and emotion matter: A case study of instructor interactions with a learning analytics dashboard

Learning analytics (LA) is providing new methodologies that are being applied to the design and application of dashboards to support teaching and learning. However, few studies attempt to understand how instructors interact with an LA dashboard and how self-regulated learning (SRL) activities and emotions of instructors occur and co-occur in the interaction. The current study investigates ten instructors’ SRL activities and epistemic emotions by analyzing the screen capture videos and think-aloud data while they interact with an LA dashboard designed to support the online asynchronous collaboration of multiple groups. The results reveal that instructors demonstrated two ways of navigating LA dashboards, and they relied heavily on the conversation explorer feature. Instructors were mostly engaged in elaboration, monitoring, and evaluation activities and they frequently experienced confusion and enjoyment. Expert instructors were more likely to refer to their personal teaching experience and demonstrated more epistemic emotions than novice instructors. This study contributes to the literature on SRL and teacher emotions by revealing the critical role of elaboration, monitoring, evaluation, and epistemic emotions when instructors attempt to understand a LA dashboard by themselves. These findings highlight the importance of providing pedagogical assistance to teachers who are trying to navigate between group dynamics and visualizations viewed using LA dashboards.

Staying tuned: the impact of screen-captured video to support a multimedia approach to learning

The new generation of student often seems to respond extremely well to the delivery of information in a much more visual medium. One response is for universities to make more use of freely available screen capture software. By marrying this technology with relatively new visual presentation tools like Prezi, VideoScribe and Powtoon, lecturers can create dynamic, short screencast videos on all aspects of teaching and learning. This approach to the provision of additional “on demand” learning has been adopted by small groups of colleagues across the UK Higher Education sector, but, in the Department of Politics at the University of Reading, there has been a very specific focus on creating discipline-specific screencast videos to support assessment literacy and a greater understanding of assessment processes at an undergraduate level. These screencast videos explored advanced essay writing skills, dissertation writing, marking criteria, Harvard and Oxford referencing as well as supporting assessment processes. View rates, user behaviour data and survey results suggest that developing short, visual, screencast videos encourages engagement with assessment support, improves satisfaction and can increase student perceptions of their assessment literacy proficiency.

An Electronic Clinical Decision Support System for the Management of Low Back Pain in Community Pharmacy: Development and Mixed Methods Feasibility Study

BackgroundPeople with low back pain (LBP) in the community often do not receive evidence-based advice and management. Community pharmacists can play an important role in supporting people with LBP as pharmacists are easily accessible to provide first-line care. However, previous research suggests that pharmacists may not consistently deliver advice that is concordant with guideline recommendations and may demonstrate difficulty determining which patients require prompt medical review. A clinical decision support system (CDSS) may enhance first-line care of LBP, but none exists to support the community pharmacist–client consultation.ObjectiveThis study aimed to develop a CDSS to guide first-line care of LBP in the community pharmacy setting and to evaluate the pharmacist-reported usability and acceptance of the prototype system.MethodsA cross-platform Web app for the Apple iPad was developed in conjunction with academic and clinical experts using an iterative user-centered design process during interface design, clinical reasoning, program development, and evaluation. The CDSS was evaluated via one-to-one user-testing with 5 community pharmacists (5 case vignettes each). Data were collected via video recording, screen capture, survey instrument (system usability scale), and direct observation.ResultsPharmacists’ agreement with CDSS-generated self-care recommendations was 90% (18/20), with medicines recommendations was 100% (25/25), and with referral advice was 88% (22/25; total 70 recommendations). Pharmacists expressed uncertainty when screening for serious pathology in 40% (10/25) of cases. Pharmacists requested more direction from the CDSS in relation to automated prompts for user input and page navigation. Overall system usability was rated as excellent (mean score 92/100, SD 6.5; 90th percentile compared with similar systems), with acceptance rated as good to excellent.ConclusionsA novel CDSS (high-fidelity prototype) to enhance pharmacist care of LBP was developed, underpinned by clinical practice guidelines and informed by a multidisciplinary team of experts. User-testing revealed a high level of usability and acceptance of the prototype system, with suggestions to improve interface prompts and information delivery. The small study sample limits the generalizability of the findings but offers important insights to inform the next stage of system development.

Semi-Supervised Learning to Perceive Children's Affective States in a Tablet Tutor

Like good human tutors, intelligent tutoring systems should detect and respond to students' affective states. However, accuracy in detecting affective states automatically has been limited by the time and expense of manually labeling training data for supervised learning. To combat this limitation, we use semi-supervised learning to train an affective state detector on a sparsely labeled, culturally novel, authentic data set in the form of screen capture videos from a Swahili literacy and numeracy tablet tutor in Tanzania that shows the face of the child using it. We achieved 88% leave-1-child-out cross-validated accuracy in distinguishing pleasant, unpleasant, and neutral affective states, compared to only 61% for the best supervised learning method we tested. This work contributes toward using automated affect detection both off-line to improve the design of intelligent tutors, and at runtime to respond to student affect based on input from a user-facing tablet camera or webcam.