Video Tutorials Research Articles

Informal Learning Trends on YouTube during the COVID‐19 Pandemic: A Topic Modeling Analysis

ABSTRACTThis study explores the impact of the COVID‐19 pandemic on informal online learning behavior through the lens of online video tutorials hosted on YouTube. Over 40,000 YouTube comments were collected for topic modeling analysis and uncovered thirteen latent topics related to three learning behavior types, that is, environment structuring, help‐seeking, and self‐evaluation. These learning behaviors underwent varying degrees of change after the pandemic declaration and normalized after that, highlighting the importance of adapting teaching methods to meet the changing needs of learners in response to any learning disruptions.

Between Realities: Information Sharing Practices of Deepfake Creators

ABSTRACTDeepfakes are AI‐generated multimedia that convincingly graft or replace one person's likeness onto another, resulting in remarkably realistic yet fabricated content. These sophisticated manipulations challenge users' ability to discern factual visual information as they portray individuals engaging in actions and uttering words that never occurred. This research takes a unique approach by delving into the perspective of deepfake creators through the analysis of 15 tutorial videos on YouTube. By examining creators' information‐sharing practices, this study aims to identify creators' motivations for disseminating knowledge on deepfake creation and their understanding or lack of understanding of the ethical implications of sharing such information. Achieving such an understanding can play a vital role in informing the development of regulatory measures. By examining creators' intentions and comprehending their societal impact, patterns, and characteristics, this research can contribute to the creation of effective detection technologies and strengthen content platform guidelines. Analyzing deepfake creation tutorials can facilitate the implementation of targeted and comprehensive regulatory measures, enhancing protection against potential risks and misuse.

Development of Interactive Learning Media Based on Video Tutorials using the Lectora Inspire and Macromedia Flash Applications in Stone and Concrete Engineering Courses

This research aims to create learning media in the Stone and Concrete Engineering course with the help of the Lectora Inspire and Macromedia Flash applications. The approach carried out in this study uses the R&D method using a 4D development model which includes the defining stage (define), design stage (design), development stage (develop) and trial stage (disseminate). The subjects of the study were civil engineering students enrolled in the Stone and Concrete Engineering course as many as 16 people. Assessment of the feasibility of learning media is carried out by providing validity and practicality questionnaires to media experts, material experts. Data from the questionnaire is then processed to determine the level of validity and practicality of the learning media. The effectiveness of learning media is measured from student learning outcomes using developed learning media. The assessment results from media and material experts for learning media made get an average score of 0.86 in the very valid category. The results of the assessment of the practicality of the learning media made get an average score of 86% in the very practical category. Based on the implementation of the pretest, the average score was 58.25 and the implementation of the posttest or final test obtained the average value was 80.12. There is an increase in student learning outcomes after being given video tutorial-based learning media so that it can be concluded that the level of effectiveness of using this media is very effective. Referring to the assessment of material experts, media experts, tests to students can be declared learning media that are developed suitable for use as learning media.

Exploring the Effects of Progression Mechanics in Competitive and Collaborative Gamified Learning

This study investigates how competitive, collaborative, and progressive game-based and gamification learning mechanics influence children's motivation, engagement, and learning outcomes. The research was conducted with primary school children in an e-learning context delivered by the University of Central Lancashire’s (UCLan) eLearning platform – Learnvoy - and specifically explored how the sense of progression, competition, and collaboration in a gamified environment influenced learners' academic performance. This study involved groups of primary school learners in a quasi-experiment. The control group engaged in a traditional eLearning setup where they were asked to watch a few plain monologue tutorial videos and answer related questions. Two experimental groups participated in a gamified eLearning environment that used the same tutorial videos, but in which their answers powered up in-game characters: in one case creating a competitive experience and in the other a collaborative experience. After viewing each tutorial video, each learner answered the same questions as the control group, but here their rate of correctness powered up, or hindered frogs, from reaching a princess in a game based on the story of The Princess and the Frog. In this way, competitive, collaborative, and progressive elements were introduced in the game, where learners with higher accuracy in the question and answering activities had a better chance of winning, thus fostering an environment of motivation and achievement. The results indicate that both experimental groups exhibited improved motivation, engagement, and accuracy compared to the control group; there was no significant difference between the two gamified conditions. These results are interesting to schoolteachers and eLearning creators seeking to integrate innovative and effective learning strategies into their educational curriculums. The findings underscore the potential of competitive and collaborative game mechanics, particularly progression elements, in enhancing learners' learning experiences and outcomes. In conclusion, this research highlights the educational value of competitive, collaborative, and progressive digital game-based learning mechanics, suggesting that the sense of progression, competition and collaboration conveyed by such games can play a role in fostering learners' academic success.

Fast and Accurate Prediction of Refractive Index of Organic Liquids with Graph Machines.

The refractive index (RI) of liquids is a key physical property of molecular compounds and materials. In addition to its ubiquitous role in physics, it is also exploited to impart specific optical properties (transparency, opacity, and gloss) to materials and various end-use products. Since few methods exist to accurately estimate this property, we have designed a graph machine model (GMM) capable of predicting the RI of liquid organic compounds containing up to 16 different types of atoms and effective in discriminating between stereoisomers. Using 8267 carefully checked RI values from the literature and the corresponding 2D organic structures, the GMM provides a training root mean square relative error of less than 0.5%, i.e., an RMSE of 0.004 for the estimation of the refractive index of the 8267 compounds. The GMM predictive ability is also compared to that obtained by several fragment-based approaches. Finally, a Docker-based tool is proposed to predict the RI of organic compounds solely from their SMILES code. The GMM developed is easy to apply, as shown by the video tutorials provided on YouTube.

The Influence of Learning Activities, PPT Media with Video Tutorials on Student Learning Outcomes at SMKN 8 Surabaya

The Influence of Learning Activities, PPT Media with Video Tutorials on Student Learning Outcomes at SMKN 8 Surabaya

CLET: Computation of Latencies in Event-related potential Triggers using photodiode on virtual reality apparatuses.

To investigate event-related activity in human brain dynamics as measured with EEG, triggers must be incorporated to indicate the onset of events in the experimental protocol. Such triggers allow for the extraction of ERP, i.e., systematic electrophysiological responses to internal or external stimuli that must be extracted from the ongoing oscillatory activity by averaging several trials containing similar events. Due to the technical setup with separate hardware sending and recording triggers, the recorded data commonly involves latency differences between the transmitted and received triggers. The computation of these latencies is critical for shifting the epochs with respect to the triggers sent. Otherwise, timing differences can lead to a misinterpretation of the resulting ERPs. This study presents a methodical approach for the CLET using a photodiode on a non-immersive VR (i.e., LED screen) and an immersive VR (i.e., HMD). Two sets of algorithms are proposed to analyze the photodiode data. The experiment designed for this study involved the synchronization of EEG, EMG, PPG, photodiode sensors, and ten 3D MoCap cameras with a VR presentation platform (Unity). The average latency computed for LED screen data for a set of white and black stimuli was 121.98 ± 8.71 ms and 121.66 ± 8.80 ms, respectively. In contrast, the average latency computed for HMD data for the white and black stimuli sets was 82.80 ± 7.63 ms and 69.82 ± 5.52 ms. The codes for CLET and analysis, along with datasets, tables, and a tutorial video for using the codes, have been made publicly available.

Video Tutorials in Teacher Education: Benefits, Difficulties, and Key Knowledge and Skills

Shaping the competences of future teachers in a way that is appropriate to the current stage of development of the information society is, in the post-COVID era, a topical and important subject. The accumulation of experience in recent years with the use of digital edtech has forced the search for optimal solutions to support the learning and teaching process. Among such (still undervalued) solutions are video tutorials. This article answers the three research questions: (1) What are the benefits of using video tutorials in education? (2) What difficulties do future teachers face when creating educational tutorials? (3) What key knowledge and skills are required of teachers who wish to create video tutorials? The study (qualitative, based on structured interviews) involved 16 pre-service teachers (Poland) who attended a course on the introduction to the use of information technology in 2022/2023 at one of the leading academic universities in Poland. The collected data, showing the complexity of the use of this type of edtech, provide not only a simple diagnosis regarding the processes of creating and using video tutorials by future generations of teachers, but also allow for the modernisation of academic programmes that prepare pedagogical graduates to work in an increasingly digitalised world of education.

Developing autonomy in English writing skills: a study on EFL learners’ selection criteria of open access and online self-correction tools

This study aims to investigate, on the one hand, the use of blogs as a didactic resource for the acquisition of English written production skills and, on the other hand, the learners’ experiences and perceptions towards the use of open access and online self-correction tools that have been embedded as a repository of grammar checkers in an institutional blog. In order to shed light on these two issues, we have designed an online blog that hosts 11 open access and online tools that contribute to the learners’ self-awareness of the errors produced in English written texts. A survey was also embedded in the blog to examine the users’ satisfaction levels with regards to navigation, the display of video tutorials (for example, if they contribute to the development of English written skills), and whether the tools available in the blog were previously known by the users and were easy to use for the identification and self-correction of errors produced in English written texts. The results derived from this survey reveal that the respondents (n = 33) found that navigation of the blog functionalities was easy, and this is the case for the 11 tools available in the blog. Among them, the users considered five tools to be highly useful for the identification of grammar and lexical inconsistencies in their English written texts, namely, Hemingway, Language Tool, Reverso, Spell Check Plus and Virtual Writing Tutor.

IMPLEMENTATION of SDGs – 4 THROUGH DIGITIZATION OF EDUCATION AT SANGGAR BIMBINGAN KUALA LANGAT, SELANGOR, MALAYSIA

Lecturers from Universitas Negeri Malang conducted Overseas Partnership Service activities at Sanggar Bimbingan Kuala Langat, Selangor, Malaysia. This service activity aims to enhance the quality of teaching and the understanding of both teachers and parents of students in the guidance studio, aligning with SDGs Goal 4, which is "Quality Education." The need for this service activity arises from the teachers' lack of understanding regarding learning media and models applicable in the classroom. Several specific activities were carried out, including a workshop titled "Enhancing Learning Quality and Teacher-Parent Understanding at Sanggar Belajar Kuala Langat, Selangor, Malaysia, Using the Flipped Classroom Learning Model." These activities also included a video tutorial demonstrating "How to Utilize Google Classroom as a supportive tool for the Flipped Classroom learning model" and assistance in setting up Google Classroom accounts and using the application. Through these activities, it was observed that both teachers and parents gained a better understanding of the flipped classroom learning model and the use of Google Classroom as a teaching tool. Consequently, it is anticipated that the learning quality at Sanggar Bimbingan Kuala Langat will see improvement.

The theoretical aspects of the practice of implementing a virtual learnung environment

Introduction. The article develops the concept of organizing and implementing a virtual learning environment. The digitalization of all branches of modern culture determines the relevance of the study of the problems of virtual learning environments, which have become an effective tool for creating and organizing learning, allowing you to overcome geographic, temporal and technical limitations. In order to successfully introduce a virtual learning environment into the educational process, it is necessary to take into account pedagogical, psychological and methodological aspects, software adaptation, the availability of technical resources, etc. The purpose of the article is a theoretical and methodological study of the development and implementation methods of a virtual learning environment.Materials and Methods. The theoretical basis of the study was scientific papers and materials related to virtual learning, and the main methods were an interdisciplinary analysis of domestic and foreign literature on the development of a virtual learning environment, an analysis of works on the problems of virtual learning, predictive methods and methods for identifying relationships. Based on the methods of analysis, comparison, generalization, the systematization of the main contradictions and problems that arise in the process of using the virtual learning environment was carried out. To identify the causes of these problems and contradictions, methods of expert assessments and system analysis were used. These methods make it possible to determine the main factors that affect the efficiency of using a virtual learning environment and develop recommendations for their optimization. Thus, the materials and research methods used in the work made it possible to get a complete picture of the problems and contradictions that arise when using a virtual learning environment, and to develop recommendations for their solution.Results. The development of a virtual learning environment requires an analysis of the needs of students and teachers, surveys to identify preferences, evaluate effectiveness and create a concept. The virtual learning environment should be flexible, personalized, user-friendly and offer a mix of online and offline learning. When choosing a platform or software for creating a virtual learning environment, it is important to consider functionality, ease of use, scalability, security, and support offered. Developing content for a virtual learning environment requires defining the goal of the course, selecting topics that are relevant to the target audience, and creating learning materials, including video tutorials, tests, tutorials, webinars, and visual aids. After developing a virtual learning environment, it is important to test the system, make the necessary adjustments and train users to use it. The effectiveness of the virtual learning environment should be assessed both by objective and subjective indicators, as well as collect and analyze feedback from students and teachers. Plans for the development of a virtual learning environment may include the development of additional courses and materials, the improvement of communication facilities, the creation of tools for practical exercises, the addition of additional functions.Discussion and Conclusions. The virtual learning environment has many advantages, such as accessibility, flexibility, interactivity, individuality, efficiency and cost-effectiveness. On the other hand, virtual learning environments can generate technical problems, have limited accessibility, content management and data privacy issues, and the teacher has limited control over the learning process. In the course of the research, a working model for the practical implementation of a virtual learning environment was developed, including step-by-step implementation, evaluation and recommendations for its use in the educational process.

Protocolized awake secondary tracheoesophageal puncture with immediate voicing.

Tracheoesophageal (TE) puncture with voice prosthesis placement is a common method for vocal rehabilitation in patients who have undergone total laryngectomy. Tracheoesophageal voice prosthesis (TEP) placement after laryngectomy, known as secondary TE puncture, is traditionally done in the operating room, using rigid esophagoscopy. Traditional secondary TEP placement carries a number of downsides including risks associated with general anesthesia, high cost, and technical challenges associated with anatomical variables. As a result, in-office secondary TE puncture has become an increasingly utilized procedure with many advantages but currently lacks standardization. Here, we describe a kit-based, awake, in-office secondary TE puncture with primary TEP placement technique. This technique calls for an endoscopic snare in the event there is difficulty passing the guidewire in the cranial trajectory. No surgical technique videos demonstrating in-office secondary TE puncture currently exist. Here, we present a video tutorial of our technique, breaking down the procedure into 10 steps from analgesia to voicing.

ShIVA: a user-friendly and interactive interface giving biologists control over their single-cell RNA-seq data

Single-cell technologies have revolutionised biological research and applications. As they continue to evolve with multi-omics and spatial resolution, analysing single-cell datasets is becoming increasingly complex. For biologists lacking expert data analysis resources, the problem is even more crucial, even for the simplest single-cell transcriptomics datasets. We propose ShIVA, an interface for the analysis of single-cell RNA-seq and CITE-seq data specifically dedicated to biologists. Intuitive, iterative and documented by video tutorials, ShIVA allows biologists to follow a robust and reproducible analysis process, mostly based on the Seurat v4 R package, to fully explore and quantify their dataset, to produce useful figures and tables and to export their work to allow more complex analyses performed by experts.

Assessing the Use of Telepresence-Guided Video-Based Head and Neck Ultrasound Training: A Step towards Minimizing Dependence on Human Resources?

The acquisition of ultrasound skills is an essential part of any medical student's education. University access restrictions in the context of the COVID-19 pandemic have highlighted the need for digitization in teaching. However, teaching manual skills in online courses has proven to be challenging, not least in terms of human resources. Therefore, the aim of this study was to set up a hybrid head and neck ultrasound course consisting of a preface of video-based self-study followed by supportive instruction by a tutor in telepresence and to evaluate the quality, effectiveness, and feasibility of this teaching method. Thirty-five students were shown video tutorials on systematic ultrasound of the neck course. Learning outcomes were analyzed using self-assessment questionnaires and external assessment by an experienced ultrasonographer. All participants demonstrated statistically significant learning improvement (p < 0.001) when comparing self-assessment scores before and after training. The mean self-assessment scores increased from 13.8 to 26.6 for the telepresence-guided group, from 16.6 to 27.3 for the web-based group, and from 14.0 to 26.2 for the in-person group. The external observer assessment also showed improvement, with mean scores of 46.7, 48.1, and 46.5, respectively. Overall results did not significantly differ when comparing different instruction modalities. A telepresence-guided video-based ultrasound course is well suited to teaching ultrasound skills similar to in-person courses and allows a more resource-efficient targeting of student needs.

Development of Short Tutorial Video Learning Media Instagram in the Motorcycle Chassis Maintenance Courses at Vocational High Schools

This study uses a Research and Development (R&amp;D) design, with the ASSURE development model. ASSURE development procedures, namely Analyze learner characteristics, State Standards and Objectives, Select Strategies, Technology, Media, and Materials, utilize media and materials, require learner participation, evaluate and revise. The data analysis technique used describes the validity, practicality, and effectiveness of the developed media. The product results obtained from this development research are video tutorial learning media. Based on the results of this study it was concluded that the developed media was declared "valid" by media experts with an average value of 0.77, and also declared "valid" by material experts with an average value of 0.85. The media developed was declared "practical" with a practicality value from the teacher's response with a result of 96.41% and a student response of 88.10%, and the video tutorials produced were effectively used with the results of a comparison of pretest and posttest learning outcomes seen from students' classical completeness of 100% and a gain score of 0.61 in the medium category. From the results of the research conducted, it can be concluded that short video tutorial learning media via Instagram are valid, practical and effective in the subject of maintaining motorcycle chassis in vocational high schools.

Evaluation of Countinance Stake on the Implementation of Project Based Learning in the Automotive Engineering Department

Evaluation as an action to find out or an attempt to see the extent to which the goals set have been achieved. In other words, the goal is a tool to determine the success of the learning process that occurs between educators and students. The purpose of this study was to look at the results of the evaluation of project-based learning in productive subjects for students majoring in automotive at the 1 Pantai Cermin Vocational High School. This type of research is evaluative research using a qualitative approach. The evaluation method used is the STAKE method, which evaluates plans, processes and results. The findings of this study, namely, that project-based learning has been implemented for students in the automotive major at Pantai Cermin Vocational High School 1 found that the implementation of project-based learning still has deficiencies in terms of preparation and results. Viewed from the preparation aspect, it was found that the project delivery from the teacher was unclear and not specific, while from the results aspect, the projects undertaken were still limited to video tutorials that had not been published. The conclusion from this research is that project-based learning still needs careful planning to match the expected results or objectives.

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.

Program PendampinganMahasiswa Pada PembuatanNaskah Tutorial Media Pembelajaran Matematika Berbasis Aplikasi

The use of mathematics learning media based on applications and online platforms has grown rapidly during the Covid-19 pandemic. Three years have passed, and the post-Covid-19 pandemic learning trend is conducted through blended learning or hybrid learning. Referring to this condition, both educators and prospective educators, including mathematics educators, need to respond to the needs of using mathematics learning media involving technology by preparing the best possible supporting tools such as teaching modules and application usage tutorials. In practice, the compilation of these tutorial scripts has been widely done, but those that adapt the content and objectives of mathematics learning in junior high schools and high schools made by prospective mathematics teachers is still very limited. Therefore, it is necessary to provide guidance to prospective mathematics teacher students in creating tutorial scripts for mathematics learning media based on applications. This guidance activity is carried out using the Participatory Learning and Action (PLA) method, which is divided into three stages: (1) the initial stage where the executing team formulates the activity scenario and presentation materials as well as examples of simulations to be delivered, (2) the core stage where the delivery of theory and practice activities is carried out, and (3) the final stage where the executing team evaluates the guidance activities, including assessing the participants' performance and their responses to the activities. In general, the success target of the guidance is achieved on average above 50%. A total of 11 out of 21 participants in the guidance, or 52%, fulfilled both completion indicators of the guidance, namely creating tutorial scripts and presentation videos.

Media Pembelajaran Video Tutorial Berbasis Media Sosial Instagram Untuk Meningkatkan Hasil Belajar

Teachers should master various learning methods to improve students' understanding of the subject. The existence of online learning requires them to be able to convey material well to students without going through face-to-face activities and further explanations. Social media can be used in the learning process because it can save and share videos with students without needing to be downloaded and only requires a strong Internet network. One social media that can be used is Instagram that frequently accessed by students, this application can facilitate relationships with people in one direction or two directions, so it can attract and make it easier for students to access subject matter. In this community service implementation, the team provides training to vocational school’s teachers with lectures and questions and answers related to the use of this social media. As a result, teachers can master the Instagram social media application and understand the various features that are used in video tutorial learning media.

SofTer: Theory, software, and video tutorial for simulating capacitive deionization with tertiary current distributions

Capacitive deionization (CDI) is a desalination method that has been expanding substantially in recent years. As processes are getting more complex, corresponding developments in theory and software are necessary to keep up and drive future research. In this work, we derive a new CDI theory based on a tertiary current distribution, meaning each ionic species is resolved individually in a unified framework in 1D/2D. The results show that this approach is ideal for simulations with multiple ionic species and materials that affect cations and anions differently. Direct examples include such as intercalation materials and membranes. It is also effective for incorporating electrode replenishment in flow-electrode CDI (FCDI). By benchmarking with traditional methods, we demonstrate that numerical stability is a central limitation of traditional methods for these applications. The results identify physical processes involving rapid changes to cause major instabilities. This can thus be handled by introducing specific numerically stabilizing factors. Finally, the theory is compiled into comprehensive software that researchers can straightforwardly apply in future studies without having to reconstruct methods from scratch. A corresponding video tutorial has also been deposited. In conclusion, the work pushes the limits of the simulation capabilities in a wide range of CDI processes.