Use Of Digital Video Research Articles

THE DEVELOPMENT AND FEASIBILITY TESTING OF LEARNER-PACED DIGITAL VIDEO COURSEWARE

Since the COVID-19 epidemic across the world happen, educators are enthusiastic to use technology to aid students in their learning. The young adults specifically the university students are becoming more and more dependent on digital technology thanks to simple access through technology devices. The learning environments among university students are drastically change due to the COVID-19 epidemic which has highlighted the importance of digital video in teaching and learning. This paper aims to highlight the development of digital video learning courseware and the findings of its pilot testing. Researcher conducted pilot testing in investigating the use of digital video and its effects on students’ knowledge achievement, computational thinking (CT) self-efficacy perception, and perceived motivation. The results of pilot test indicated that the digital video learning courseware is a valid and reliable learning courseware for providing digital video knowledge to university students. This article describes the development of the courseware as well as the pilot testing.

Digital videos in the English as a Second Language classroom

This study aimed at investigating the use of digital videos for L2 development, with the specific objectives of identifying the: 1) frequency of use and the sources of the videos, 2) selection criteria and instructional use, and 3) perception of their benefits. Data were collected by means of a questionnaire with thirteen English teachers from extracurricular courses offered at the Federal University of Santa Catarina. The results showed that 8 teachers reported using videos about 20% of their classes; 1, 40%; 1, 60%; and 3, 80%. Most teachers use videos from YouTube, TED talk videos, DVDs in general, and videos accompanying the textbooks. For the selection criteria, teachers use: video length, authenticity, difficulty level, topic adequacy in relation to the topic in class, grammar and vocabulary presentation in context; and for the instructional use, videos are used mostly to teach vocabulary and grammar, introduce and explain the topics related to the unit, contextualize the language and foster topic discussions, show diversity of language with abstract/poetic language, promote skills development, and prepare for activities. The perceived benefits include contextualization and authentic use of the language, language use in its natural pace, topic introduction and explanation assistance, attractiveness and engagement, delivery of visual input, and use of subtitles. The possible conclusions are that digital videos are present and can contribute for L2 development, and that teachers are capitalizing on their best use in their L2 classrooms.

The Most Common Characteristics of Fragile Video Watermarking

The progress of network and multimedia technologies has been phenomenal during the previous two decades. Unauthorized users will be able to copy, retransmit, modify reproduction, and upload the contents more easily as a result of this innovation. Malicious attackers are quite concerned about the development and widespread use of digital video. Digital watermarking technology gives solutions to the aforementioned problems. Watermarking methods can alleviate these issues by embedding a secret watermark in the original host data, allowing the genuine user or file owner to identify any manipulation. In this study, lots of papers have been analyzed and studied carefully, in the period 2011–2022. The historical basis of the subject should not be forgotten so studying old research will give a clear idea of the topic. To aid future researchers in this subject, we give a review of fragile watermarking approaches and some related papers presented in recent years. This paper presents a comparison of many relevant works in this field based on some of the outcomes and improvements gained in these studies, which focuses on the common characteristics that increase the effect of watermarking techniques such as invisibility, tamper detection, recovery, and security

A New Forensic Video Database for Source Smartphone Identification: Description and Analysis

In recent years, the field of digital imaging has made significant progress, so that today every smartphone has a built-in video camera that allows you to record high-quality video for free and without restrictions. On the other hand, rapidly growing internet technology has contributed significantly to the widespread use of digital video via web-based multimedia systems and mobile smartphone applications such as YouTube, Facebook, Twitter, WhatsApp, etc. However, as the recording and distribution of digital videos have become affordable nowadays, security issues have become threatening and spread worldwide. One of the security issues is identifying source cameras on videos. There are some new challenges that should be addressed in this area. One of the new challenges is individual source camera identification (ISCI), which focuses on identifying each device regardless of its model. The first step towards solving the problems is a popular video database recorded by modern smartphone devices, which can also be used for deep learning methods that are growing rapidly in the field of source camera identification. In this paper, a smartphone video database named Qatar University Forensic Video Database (QUFVD) is introduced. The QUFVD includes 6000 videos from 20 modern smartphone representing five brands, each brand has two models, and each model has two identical smartphone devices. This database is suitable for evaluating different techniques such as deep learning methods for video source smartphone identification and verification. To evaluate the QUFVD, a series of experiments to identify source cameras using a deep learning technique are conducted. The results show that improvements are essential for the ISCI scenario on video.

The use of digital videos in Edpuzzle and its influence on the performance of Accounting students at a brazilian public institution

The objective of this study was to verify the influence of digital videos, using the Edpuzzle tool, on the performance of accounting students. This technological resource was used in four subjects of the Accounting Science Course through the students cell phones. The research used a quantitative approach, with the participation of 164 students. The study consisted of a quasi-experiment, with two tests being applied, called pre-test and post-test, in order to compare the performance between the control and experimental groups. The statistical results indicated that there were no significant differences between the groups, similar information was obtained when crossing between the pre-test and post-test scores. The findings, despite not confirming the hypothesis of improvement in academic performance with the use of technology and, especially the videos conducted in Edpuzzle, suggest that there was significant motivation and satisfaction on the part of students in carrying out the requested tasks. Considering the limitations of the research, specifically in relation to the context and the period of application, it can be said that its main contribution was the perception that the use of a certain technology in the classroom, by itself, does not improve performance and that more studies are needed with different methodological approaches and in extended periods and samples.

The Role of Learning and Communication Technologies in Online Courses’ Design and Delivery: A Cross-National Study of Faculty Perceptions and Practices

This article presents the results of a study, conducted within the scope of the EU-funded project RELOBIE: Reusable Learning Objects in Education, which investigated faculty perceptions and practices regarding the educational use of contemporary and emerging technologies. A cross-national, in-depth online survey of n = 171 faculty members in the four partner countries (Estonia, Cyprus, Norway, Portugal) took place. Seventy-six (n = 76; 44.4%) of these faculty members taught courses which were either offered at-distance (no face-to-face component), or involved a significant online component (blended courses). The study gained some useful insights into online instructors’ perceptions, motivations, and experiences regarding the instructional use of digital videos and other technologies (e.g. subject-specific software, collaboration tools, games, simulations, virtual labs). It also shed some light into both facilitating and inhibiting factors to the effective integration of learning and communication technologies into online courses’ design and delivery.

Video-modelling as an effective solution for coaching carers of autistic adults

PurposeTeaching skills to autistic individuals can increase independence and quality of life. However, staff supporting such individuals often lack the skills needed to teach skills. This study evaluated the use of digital videos (DVDs) to coach three care staff in teaching tooth-brushing skills to three autistic adults with co-occurring intellectual disabilities.Design/methodology/approachPersonalized DVDs provided guidance on key elements of teaching new skills, including graded assistance, contingent reinforcement and environmental configuration. Participants watched their DVD six times over several days. Its impact on their teaching performances was evaluated using a multiple-baseline design. Social validity was investigated by distributing a questionnaire among the participants and family members of autistic adults.FindingsTeaching performances improved substantially following training. The coaching method was rated positively by participants and family members.Originality/valueVideo-modelling technology can be used effectively to provide an efficient, individualized and acceptable method of coaching for care staff.

Digital video-based research in fashion: Visualizing affect and sartorial vitality

This article examines the role of digital video in fashion research. It makes a case for the use of digital video as a valuable tool within the suite of research methods typically used in the field of fashion and dress. Its aim is to demonstrate that digital video can enrich studies of fashion, specifically in its capacity to assist the capture and analysis of visual material unavailable to unmediated perception. Central to this is the technology’s ability to document the dressed body in movement. The article discusses outcomes of a video-based methodology with reference to participatory research activities termed ‘sartorial sessions’. The approach used digital video technology to make possible the collection, analysis and manipulation of embodied material for a close interpretation and analysis as well as for others to encounter. The article demonstrates the way digital media, when used in conjunction with practice-oriented methods, opens up new ways to understand and research the body in fashion. It concludes with reflection on how revelation of a background sartorial vitality opened up by digital technology can shift understanding of fashion from commodities or signs involved in the transmission of messages about wearers, or aesthetic propositions to powerful tools shaping our encounters in the world.

Spectres of Today: The Fractures of History in Horse Money (2014)

It took Pedro Costa four feature films to get to Horse Money (Cavalo Dinheiro, 2014). In Down to Earth (Casa de Lava, 1994), a Portuguese nurse accompanies an immigrant worker in coma from Lisbon to his homeland, the Cape Verdean island of Fogo. Bones (Ossos, 1997), In Vanda’s Room (No Quarto da Vanda, 2000), and Colossal Youth (Juventude em Marcha, 2006) form a trilogy in which a group of Cape Verdean immigrants who lived in the Fontainhas slum becomes central. First travelling to Cape Verde, then getting to know and working with people from that Portuguese ex-colony on the outskirts of Lisbon, Costa’s films respond to the need for the voices of those who have been subordinated — the colonised, the discriminated, the exploited — to be articulated and valued. This article analyses the film style of Horse Money. It also pays attention to its thematic concerns and connections with other films directed by Costa, particularly those with Ventura, the central character in Horse Money. It argues that Horse Money tackles spectres haunting contemporary Portuguese society in a radical way, both politically and aesthetically. Its politics of representation are connected with the composition of a fractured history. These fractures emerge from the liberation of Cape Verde from Portuguese colonial domination as well as from the conflicting ruptures and continuities after the 1974 Carnation Revolution. In line with such an approach to these themes, the use of digital video, which has become common in Costa’s cinema since In Vanda’s Room, achieves hauntingly expressive qualities through mise-en-scène and image modulation.

PERFORMANCE ANALYSIS OF ENHANCED VIDEO ENCRYPTION ALGORITHM

The prevalence of internet, as well as low-cost mobile computing devices, makes video the preferred option for information archival and transmission. Also, the geometric growth in the generation and use of digital videos is massive and challenging to determine. Meanwhile, this growth has come with security and privacy issues such as unauthorized access, piracy, hacking and other digital attack every year. Restricting unauthorized access measure can be adopted to protect multimedia information, but does not guarantee the physical security of information. Cryptography which is a better and more secure approach is therefore required. Thus, this paper presents performance evaluation of Enhanced Novel Selective Video Encryption Algorithm, an AES-based video encryption algorithm. Properties of I frame are used randomly to generate the encryption key and a jump factor is used to determine which of the remaining P and B frame is selected for encryption. The results show that the more frames selected for encryption/decryption, the higher the encryption/decryption time and the higher the encrypted video size. Also, the PSNR value of this algorithm is around 40dB which indicates that the quality of the decrypted video is as high as that of the original video. The performance of this algorithm does not diminish with increase in size of video and number of frames. Hence, this algorithm is scalable, fast and highly secure for video encryption.

Video for teaching: classroom use, instructor self-production and teachers’ preferences in presentation format

ABSTRACTThis study explores the use of digital videos in education, from the perspective of the teacher as an agent of technological integration. Secondary and university teachers were surveyed in a region-wide case study. Three topics were specifically surveyed: common uses of digital video in teaching, instructor self-production of educational videos, and preferences in common presentation formats (chalk-and-talk, screencast, PowerPoint, demonstration and whiteboard writing). Results show that secondary teachers make more use of digital video and are more innovative than university teachers. Video self-production is scarce, though respondents declare a positive attitude, with time constraints and technical qualification as main reported obstacles. Preferences in video presentation formats reveal notable differences between secondary and university teachers for some formats. Preferences are also moderately influenced by the teacher’s knowledge field, and by experience with ICT and video production.

Psychoeducation through digital video for Olympic and Paralympic athletic career transition

Objective: Prior research has noted Olympic and Paralympic athletes are often unaware and unprepared for upcoming career transitions, resulting in experiences of psychological distress. The purpose of this study was to explore the use of digital video as a delivery method for psychoeducation about an upcoming career transition. Design: Post-survey design. Method: Video development was guided by entertainment-education theory. Participants were shown the video at a centralised training location and asked to fill in questionnaires following viewing and again within 72 hours of viewing. Specifically, subjective and objective recall of the intended learning points was assessed. In addition, participants’ appreciation of the content and design was measured. Analysis was descriptive in nature. Results: Participants included 168 Olympic/Paralympic athletes ( N = 116), coaches ( N = 10) and athlete support providers ( N = 42). Immediately following viewing, participants could accurately recall between one and three learning points, but at 72 hours post-viewing, this range had fallen to one to two learning points. Participants indicated they enjoyed the video, identified with the narrators and found it informative and personally relevant. Conclusion: The results of this study suggest a digital video 2 minutes 35 seconds in length is a useful psychoeducation tool for up to three learning points. The results support the development of video psychoeducation resources using education-entertainment theory and the social validity of video as a psychoeducation tool in Olympic and Paralympic sport.

Channel State based Adaptive Modulation and Coding for High Bit-Rate Telemetry Applications

This paper defines associate efficient and comprehensive cryptography and modulation resolution able to support a good vary of spectral efficiency values and knowledge rates in conjunction with high out turn. The most target is given by high rate measure applications, i.e., Earth Exploration Satellite Service (EESS) measure payload, wherever the rise of the system out turn by means that of advanced adaptive techniques is deemed essential so as to fulfill the necessities obligatory by future missions. This paper discusses the matter of adaptive modulation theme choice through an efficient realization of Orthogonal Frequency Division Multiplexing (OFDM) primarily based system in conjunction with Serial Concatenated Convolutional Code (SCCC) guarantee a really low error chance. Additionally this theme makes use of Digital Video Broadcasting Second Generation (DVB-S2) customary to produce giant form of modulation techniques and different cryptography rates. Overall, this permits the system to form efficient use of the accessible information measure, adapting itself to the variable conditions of the link.

Application of Daubechies Wavelet Transformation for Noise Rain Reduction on the Video

Currently, the use of digital video in the field of computer science is increasingly widespread, such as the process of tracking objects, the calculation of the number of vehicles, the classification of vehicle types, vehicle speed estimation and so forth. The process of taking digital video is often influenced by bad weather, such rain. Rain in digital video is considered noise because it is able to block objects being observed. Therefore, a rainfall noise reduction process is required in the video. In this study, the reduction of rain noise in digital video is using Daubechies wavelet transformation through several processes, namely: wavelet decomposition, fusion process, thresholding process and reconstruction process. The threshold value used in the thresholding process is VishuShrink, BayesShrink, and NormalShrink. The result of the implementation and noise reduction test show that Daubechies db2 level 3 filter gives the result with the biggest PSNR value. As for the type of threshold that provides optimal results is VishuShrink.

Learning with digital video in second level schools in Ireland

Research indicates that teenagers and young adults of second level school age in Ireland are increasingly immersed in world of technology. Online video accounts for much of their time spent online, and is often used for education purposes. While Irish government initiatives such as the Digital Strategy for Schools (2015–2020) aim to encourage integration of technology in the school system, exposure to technology continues to occur predominately outside the school setting. This study begins by examining this context, paying particular attention to the growth of online video. Following this the educational value of video is discussed, along with strategies and tools for its integration in the classroom. In the methodology section, the process of integrating digital video into eight second level classes is explained, including trainee teachers involvement. Findings presented indicate that second level students predominantly value the use of digital video as a learning tool due to its motivational value, ability to explain concepts and provision of examples and real world scenarios.

Shadow Removal Based on Gamma Decoding Method for Moving Object Images

Shadows are reflections of objects exposed to light. So there is an image pixel that has a darker intensity than the object’s pixel. The development of digital technology, the shadow into noise on digital images and digital video. Therefore, the information on the image becomes inaccurate. One of the usage of digital image or video digital is intelligent transportation system using digital video-based CCTV camera. But the use of digital video has several problems, including the presence of a shadow. Therefore, it is necessary to have a method to eliminate shadows. In this paper, we use gamma decoding method to determine object pixels and pixel shadow based on the illumination of the object, so the shadow pixels can be eliminated. The result of this research is images without shadow.

Learning to See New Things: Using Criteria to Support Pre-service Teachers' Discernment in the Context of Teachers' Relational Work

The purpose of this study was to investigate how preservice teachers’ understanding of relational competence can be supported through the use of digital video and explicit criteria. The study is a mixed method intervention study, where preservice teachers analyzed the teacher-student relationship as depicted in a short video sequence with the support of explicit criteria. These analyses were analyzed with content analysis according to the criteria and a thematic comparison of preservice teachers’ analyses before and after the access to explicit criteria. Findings suggest that the use of explicit criteria supported preservice teachers’ discernment of significant dimensions of teacher-student relationships, so that they were able to discern and discuss aspects of the teacher-student relationship with a specific focus on teacher-student interaction and with greater detail and nuance. The study also provides some tentative evidence that modelling the use of criteria may support preservice teachers’ use of the criteria.

Video-Based Reflection on Teaching: What Makes It Effective?

Since the beginning of the new millennium, the use of digital video for teacher education and professional development (PD) has grown into a burgeoning and exciting field of research and development (R&D). The collection of empirical studies in this special issue clearly exemplifies this trend. I will begin this comment by pointing out the societal relevance of developments in this field. Then I will discuss the nature of the findings of the six studies and their implications for the design of video interventions as well as for theory and research.

Digital Video Inpainting Detection Using Correlation Of Hessian Matrix

The use of digital video during forensic investigation helps in providing evidence related to crime scene. However, due to freely available user friendly video editing tools, the forgery of acquired digital videos that are used as evidence in a law suit is now simpler and faster. As a result, it has become easier for manipulators to alter the contents of digital evidence. For instance, inpainting technique is used to remove an object from a video without leaving any artefact of illegal tampering. Therefore, this paper presents a technique for detecting and locating inpainting forgery in a video sequence with static camera motion. Our technique exploits statistical correlation of Hessian matrix (SCHM) to detect and locate tampered regions within a video sequence. The results of our experiments prove that the technique effectively detect and locate areas which are tampered using both texture and structure based inpainting with an average precision rate of 99.79% and an average false positive rate of 0.29%.

Use of Digital Videos in New Zealand Science Classrooms: Opportunities for Teachers and Students

Use of Digital Videos in New Zealand Science Classrooms: Opportunities for Teachers and Students