Use Of Interactive Video Research Articles

Interactive Video Improve the Brushing Skills of Mild Mentally Disabled Students

Mentally disabled people have self-development skills that are useful to improve children’s independence and can reduce dependence on others. The purpose of this study was to determine the effect of interactive video media on the brushing skills of mild mental retardation students. Research methods using QUASI experiment non-randomized with the approach of one group pretest and posttest design. The results showed that the use of interactive videos improved the brushing skills of mild mentally retarded students. Students with mild intellectual disabilities are encouraged to watch interactive videos of tooth brushing skills so that they can improve children’s independence.

The Effectiveness of Using Interactive Video in Teaching Arabic Calligraphy / فعالية استخدام الفيديو التفاعلي في تعليم الخط العربي

The interactive video from the modern trends of education technology as the most important and latest tools of education. And can be used as a means to teach any material of the Arabic language at the university, including Arabic calligraphy. In the Department of Islamic Education Department at Radin Intan Islamic State University Lampung teaches Arabic calligraphy to students in the fourth grade in terms of the subject matter. The Arabic calligraphy teacher is sometimes taught using the chalkboard in his teaching, as well as using the technology like Fur Fuen and we do not use interactive video in his education. The aim of this research is to find out the effectiveness of using interactive video in teaching Arabic calligraphy to students of this university. This research used the experimental approach in the design of both groups and quantitative input. The data taken by the author in this study are the result of the tribal and post-test of the two groups. As a result of the equation (70,70), that is, on the "good" score, which the students obtained higher and higher than the standard result (70.00), which the writer decided to indicate that this video is effective. (57.56) and post-test (70.70). The result of the difference between them (13,14) indicates that the video method has an effective degree. In other words, the use of interactive video fundamentally affects the improvement of student writing

INTERACTIVE VIDEO AS ENGLISH TEACHING MATERIALS FOR SPEAKING

The process of learning English in SMP N 2 Penebel class VII C showed that students experienced obstacles in speaking. It could be seen from result of observation, interview and pre-test. It was 2.70 which is categorized below the passing grade minimum criteria: 3.0. Researcher indicated that it was because they seemed to be having lack of motivation in the English learning process. The use of interactive video in learning is necessary in order to improve students' motivation in speaking. Action research design was accommodated to help their problems. The researcher offered three kinds of tests. The result of pre-test was 2.70. After pre-test, the researcher went into cycle 1 which succeeded in improving their speaking from 2.70 to 2.96. In cycle 2, there was improvement up to 3.31. The use of interactive video gave positive responses to the students. As the result, their speaking could be improved. Keywords: learning English, interactive video, and speaking skills motivation

Interactive Video Gaming Improves Functional Balance in Poststroke Individuals: Meta-Analysis of Randomized Controlled Trials

The main objective of this study was to evaluate the effects of interactive video games on functional balance and mobility in poststroke individuals. The Health Science databases accessed included Medline via PubMed, LILACS, SciELO, and PEDro. The inclusion criteria were as follows: clinical studies evaluating the use of interactive video games as a treatment to improve functional balance and mobility in individuals poststroke and studies published in the Brazilian Portuguese, English, or Spanish language between 2005 and April 2016. PEDro Scale was used to analyze the methodological quality of the studies. The Berg Balance Scale and Timed Up and Go Test (TUGT) data were evaluated using a meta-analysis, the publication bias was assessed by funnel plots, and the heterogeneity of the studies by I 2 statistic. Eleven studies were included in the final analysis. Functional balance improved in individuals treated using interactive video games (mean difference = 2.24, 95% confidence interval [0.45, 4.04], p = .01), but no improvement was observed in mobility as measured by TUGT. The studies presented low heterogeneity (24%). The mean score on the PEDro Scale was 6.2 ± 1.9. Interactive video games were effective in improving functional balance but did not influence the mobility of individuals poststroke.

LABVIRTUAL—A platform for the teaching of chemical engineering: The use of interactive videos

AbstractThis article focus on the pedagogical tools in LABVIRTUAL (http://labvirtual.eq.uc.pt), a broad scope virtual platform intended to support the learning at the undergraduate level of Chemical Engineering courses, mainly in Portuguese‐speaking countries. The platform contains fundamentals, case studies, simulators, virtual laboratories, and, recently, interactive videos for the teaching of chemical processes. The significance and impact of LABVIRTUAL are illustrated with an interactive video regarding the characterization of nanoparticles by dynamic light scattering, developed for long‐distance learning and used in the discipline of Technology of Disperse Systems. Furthermore, two questionnaires were prepared to assess the students’ response to the interactive video and the use of LABVIRTUAL in general. The results show that the interactive video is effective to prepare the laboratory work and guide the students’ self‐regulated study, but needs to be complemented with other pedagogical methods to enhance the learning outcomes. LABVIRTUAL is generally viewed as a valuable learning tool by the students of Separation Processes and Project Design, 3rd and 5th year courses, respectively, of the Masters’ degree in Chemical Engineering of the University of Coimbra, due to the synergy of pedagogical tools that complement well the face‐to‐face classroom lectures. This fact also justifies the high number of monthly visits, including from companies that use the platform as a life‐long learning tool.

INTERACTIVE VIDEO AS ENGLISH TEACHING MATERIALS FOR SPEAKING

The process of learning English in SMP N 2 Penebel class VII C showed that students experienced obstacles in speaking. It could be seen from result of observation, interview and pre-test. It was 2.70 which is categorized below the passing grade minimum criteria: 3.0. Researcher indicated that it was because they seemed to be having lack of motivation in the English learning process. The use of interactive video in learning is necessary in order to improve students' motivation in speaking. Action research design was accommodated to help their problems. The researcher offered three kinds of tests. The result of pre-test was 2.70. After pre-test, the researcher went into cycle 1 which succeeded in improving their speaking from 2.70 to 2.96. In cycle 2, there was improvement up to 3.31. The use of interactive video gave positive responses to the students. As the result, their speaking could be improved.

Students’ Perspectives towards Innovation of Technology in Teaching and Learning of Language

This study provides a discussion of the innovations, in particular students’ perspectives towards the use of technology in teaching and learning. The study aimed to (1) identify methods of teaching and learning that can be applied in the classroom to engage students, (2) to determine factors in selecting the methods of teaching and learning by respondents. The data of this study were collected through questionnaire. The respondents of the study consisted of 150 undergraduate students from various programs aged between 19 and 23 at Universiti Putra Malaysia. The race or ethnicity of the respondents is disregarded as it is irrelevant to the objectives of the study. The results were presented in qualitative and quantitative. From 7 types or options of technological innovation listed, all of the respondents (100%) tend to prefer the use of various media as well as computer-assisted teaching as innovations in teaching and learning. Meanwhile, a total of 139 respondents (93%) prefer the use of overhead projector and the use of VCD in the classroom. 123 students (82%) choose the video teleconferencing approach, 113 students (75%) choose the use of interactive video and 90 of the respondents (60%) favour the use of printed media such as advertisements in newspapers, magazines and etc. In line with the development of technology, innovation in teaching and learning is viewed as a prerequisite in optimizing the output of education. This study also shows to the importance of the innovation to ensuring the continuity of education.

A Crossover Randomized Controlled Trial to Evaluate the Use of Animations and Interactivity in Anatomy and Physiology Education

An increasing number of studies suggest that there is no difference between live didactic lectures and video podcasts of the lecture content in student learning. However, several studies have recently shown that instructional videos that include interactivity and animations increase retention and transfer of content in biology and engineering. The purpose of our study was to evaluate the effectiveness of interactive videos that included animations on anatomy and physiology education.A crossover randomized controlled trial was designed and completed in the 2016–17 academic year using undergraduate students (n≈150), comparing live lectures to interactive animation‐based videos in an introductory anatomy and physiology course. The study included undergraduate students in several undergraduate programs, including Health Sciences, Nursing, Midwifery, and Engineering. Multiple‐choice question (MCQ) pre‐intervention tests were designed to evaluate prior knowledge among participants who were randomized to either the lecture or video intervention. MCQ post‐intervention test performance in each group was compared to the pre‐intervention baseline, immediately post‐intervention and after one week. Live lectures were assigned to the same instructor as the narrator of the videos, in addition to featuring the same educational graphics. The videos were created according to guidelines described in the literature for the integration of interactive animations while minimizing cognitive load.Both groups were evaluated on the outcome measures of retention learning and transfer learning, as assessed by MCQs. Statistical significance of inter‐group differences were determined by ANOVA. Students were also asked to complete a questionnaire designed to collect qualitative data to assess engagement in multimedia education as well as demographic characteristics. This enabled an analysis of other variables including interest in the subject, course performance, and program of study. This study provides evidence regarding the use of interactive videos in anatomy and physiology education.Support or Funding InformationThis study was funded by the Paul R. MacPherson Institute for Leadership, Innovation & Excellence in Teaching and Learning.

Usual Care for Rural Veterans With Posttraumatic Stress Disorder.

Community-Based Outpatient Clinics (CBOCs) provide primary-care-based mental health services to rural veterans who live long distances from Veterans Affairs (VA) hospitals. Characterizing the composition of usual care will highlight the need and potential strategies to improve access to and engagement in evidence-based psychotherapy for posttraumatic stress disorder (PTSD). Veterans (N = 132) with PTSD recruited from 5 large- (5,000-10,000 patients) and 6 medium-sized (1,500-4,999) CBOCs were enrolled in the usual care arm of a randomized control trial for a PTSD collaborative care study. Chart review procedures classified all mental health encounters during the 1-year study period into 10 mutually exclusive categories (7 psychotherapy and 3 medication management). Seventy-two percent of participants received at least 1 medication management encounter with 30% of encounters being delivered via interactive video. More than half of veterans (58.3%) received at least 1 session of psychotherapy. Only 12.1% received a session of therapy classified as an evidence-based psychotherapy for PTSD. The vast majority of psychotherapy encounters were delivered in group format and only a small proportion were delivered via interactive video. Findings suggest that veterans diagnosed with PTSD who receive their mental health treatment in large and medium CBOCs are likely to receive medication management, and very few veterans received evidence-based psychotherapy. There may be ways to increase access to evidence-based psychotherapy by expanding the use of interactive video to connect specialty mental health providers with patients, hosted either in CBOCs or in home-based care, and to offer more group-based therapies.

Medical Simulation Technology

Abstract Medical simulation technology as a whole allows the clinical situation to be better understood, controlled, and practiced and is a reproduction of reality that provides a replication of clinical situations through the use of interactive videos, mannequins, and role playing (Cannon-Diehl, 2009). With the use of medical simulation technology, learners are able to practice skills and role-play different scenarios without causing harm to a patient, thus lessening stressful experiences during similar real-life situations (Hebda & Czar, 2013). This practice helps to improve the quality of care given to patients and, in turn, helps to save lives. Simulation also leads to increased confidence and skills of participants. With an ever increasing importance placed on patient outcomes in regard to reimbursement from insurance companies and the Centers for Medicare & Medicaid Services, it is the responsibility of all medical professionals to perform at peak levels during all patient care situations, especially during emergent ones. This harkens back to both the Hippocratic Oath and the Nightingale Pledge in which respondents promise to practice to the best of their abilities and keep the patient's best interest in mind (American Nurses Association, 2012). The opportunity to participate in simulation allows these oaths to be upheld and patients to be cared for by practitioners who are comfortable conducting themselves appropriately and competently within high-stress situations.

Examining the use of interactive video to enhance just in time training in the workplace

Purpose – The purpose of this paper is to examine the development and implementation of interactive video in an organisational setting, with a view to enhancing the quality of just in time training provided. Design/methodology/approach – The paper uses a small but focused research approach which builds on current literature to inform the design and implementation of interactive video. Qualitative data is used to evaluate staff perceptions of training materials. Findings – Findings indicate that the use of interactive video can greatly enhance the quality of training in the workplace. Practical implications – Findings reinforce previous research on interactive video, demonstrating its ability to provide worthwhile and engaging content. This study demonstrates that investing in innovative and learner focused approaches to training can increase the effectiveness and flexibility of training materials. Originality/value – While the use of video in education is widely researched, there is a comparative lack of literature around the use of interactive video in workplace training environments. This paper provides a unique look at the implementation of interactive video in a workplace setting and the staff perceptions of its impact. The study also provides an insight into the use of just in time training to solve a specific training problem.

Training the use of interactive videos: effects on mastering different tasks

This study was concerned with identifying prerequisites for the successful use of videos that offer different levels of interactivity. In a homework scenario, 64 ninth graders participated either in a search training demonstrating the efficient use of features facilitating the selection of relevant information or in a control training focusing on the integration of new information with prior knowledge. Following the training, the participants used either a common video that allowed them to control the transient flow of the information via stop and browsing or an enhanced video that additionally facilitated the localization of information via chapter selection and an index. Overall, the students wrote two essays (Essay 1: summary; Essay 2: argument) and performed a search task. The study revealed that, independent of the training condition, students benefitted from the enhanced video for the search task which merely required naming isolated facts. Moreover, in a summary task, the enhanced video resulted in the consideration of information from more different chapters when the task required gathering information from the video; however, this broader consideration of chapters only translated into naming more information after the search training. The data of a second essay requiring inferences about the video’s contents (argument) were not analyzed due to a floor effect. Taken together, these results indicate that the characteristics of a task as well as the students’ knowledge of respective search strategies need to be considered when implementing interactive features in video environments.

Report Of A Project Illustrating The Feasibility Of Video/Computer Interface For Use In ESL

This report describes a project whose purpose was to write a brief demonstration lesson in listening comprehension and then deliver that lesson using and Apple II+ computer interfaced with a Sony SL-323 Betamax video cassette recorder (VCR) using a Gentech ETS-2000 controller. The listening comprehension lesson and hardware configuration were demonstrated as part of the Rap Session on The Latest Developments in Video ESL/EFL Materials at the TESOL Convention in Honolulu, May, 1982. The report is in three parts: (1) a brief survey of video tape vs. videodisc technology, (2) a rationale for the use of interactive video in ESL, and (3) a description of the project itself. It is intended in this report to provide some background in computer interfaced video and then to give insights into some difficulties that may be encountered by computer-naïve ESL instructors wishing to prepare interactive video lessons.There are many who believe that computers will soon alter on a major scale ways that people will be able to learn. However, existing educational and media design systems may be inadequate in dealing with the demands of technologically enhanced education. Therefore, new approaches to lesson design will have to be considered. It is believed that interactive video, insofar as it is highly compatible with recent theories of learning, will be able to play a dominant role in these new approaches. However, there are technical limitations on video tape equipment which, fortunately, have been largely overcome with the development of videodisc systems. Thus, although the present project deals with video tape, both systems are compared and discussed in this article.

Innovative Second Language Speaking Practice with Interactive Videos in a Rich Internet Application Environment

Attaining a satisfactory level of oral communication in a second language is a laborious process. In this action research paper we describe a new method applied through the use of interactive videos and the Babelium Project Rich Internet Application (RIA), which allows students to practice speaking skills through a variety of exercises. We present an experience with a number of interactive video exercises used in a real world scenario with nearly 100 students of English as a Second Language at a Spanish university. The use of interactive videos with the Babelium application has allowed our students to record their voices and faces (using microphones and webcams) and to be weekly evaluated according to a set of defined oral evaluation criteria. Based on the results of a survey conducted at the end of the semester, we demonstrate that the students involved in this research experiment have significantly increased the number of hours devoted to speaking practice comparing to the methods used in previous years. Finally, this paper suggests new types of interactive video-based exercises to further improve the outcome of the speaking practice with the help of the Babelium Project application.

Effective use of interactive video to develop some skills of deception in basketball for the students in physical education and sports at the University of Al-Aqsa

Effective use of interactive video to develop some skills of deception in basketball for the students in physical education and sports at the University of Al-Aqsa

Feasibility and observed safety of interactive video games for physical rehabilitation in the intensive care unit: a case series

BackgroundEarly rehabilitation in the intensive care unit (ICU) improves patients' physical function. Despite reports of using commercially available interactive video game systems for rehabilitation, there are few data evaluating feasibility and safety as part of routine in-patient rehabilitation, particularly in the ICU. MethodsWe conducted an observational study from September 1, 2009, to August 31, 2010, of adults admitted to a 16-bed medical ICU receiving video games as part of routine physical therapy (PT), evaluating use and indications and occurrence of 14 prospectively monitored safety events. ResultsOf 410 patients receiving PT in the medical ICU, 22 (5% of all patients; male, 64%; median age, 52 years) had 42 PT treatments with video games (median [interquartile range] per patient, 1.0 [1.0-2.0]). Main indications for video game therapy included balance (52%) and endurance (45%), and the most common activities included boxing (38%), bowling (24%), and balance board (21%). Of 42 treatments, 69% occurred while standing and 45% while mechanically ventilated. During 35 hours of PT treatment, 0 safety events occurred (95% upper confidence limit for safety event rate, 8.4%). ConclusionsNovel use of interactive video games as part of routine PT in critically ill patients is feasible and appears safe in our case series. Video game therapy may complement existing rehabilitation techniques for ICU patients.

Video laboratories for the teaching and learning of professional ethics in exercise physiology curricula

Student researchers in physiology courses often interact with human subjects in classroom research but may be unfamiliar with the professional ethics of experimenter-subject interactions. This communication describes experiences related to an interactive video used in exercise science and general biology courses to help students become aware of, sensitive to, and comfortable with implementing professional ethics into their own thinking and behavior as researchers before entering the laboratory. The activity consisted of a filmed exercise physiology experiment complemented with interactive question sheets followed by small- and large-group discussion and culminating with individual student reflections. Student written responses from multiple courses indicated that students were able to 1) identify and consider the ethics of experimenter-subject interactions from the movie, 2) generalize broader ideas of professional ethics from those observations, and 3) consider their observations in terms of future experiments they would be conducting personally and how they should interact with human subjects. A majority of students indicated a positive reaction to the video and identified specific aspects they appreciated. It is hoped that this report will encourage other instructors to consider the use of interactive videos in the teaching and learning of professional ethics related to their courses.

‘Bringing theory to life’: findings from an evaluation of the use of interactive video within an initial teacher preparation programme

The development of interactive video technology offers teacher educators new possibilities for working with student teachers. This article draws on an evaluation of a project in England that used the internet to link a university teacher education faculty with local partner schools in which remotely operated Internet Protocol cameras and microphones were mounted in classrooms. During sessions at the university, tutors were able to make use of contemporaneous examples of classroom activity to illustrate their teaching, providing demonstrations that contextualised the theoretical and decontextualised the practical, assisting student teachers in developing an understanding of the relationship between theory and practice at an early stage of their initial teacher preparation course. Such systems have the potential to link university‐based teacher educators and school‐based practitioners in a number of ways and could play a part in the development of closer and perhaps more decentralised partnerships between schools and higher education institutions.

New Ideas in Nursing: Telehealth

<p class="ftDispQuote"><i>“We are called to be architects of the future, not its victims.”</i></p> <p>Traditionally, nurses find comfort in providing direct patient care. Sometimes, this tradition can work against the adoption of technologically based methods of delivering care. Telehealth is a technologically based healthcare innovation with expanding uses in the delivery of pediatric education and care. Telehealth delivers clinical care and educational activities from a distance through telecommunications. Both clinically and educationally, the use of interactive video has expanded into clinics and hospitals worldwide. Pediatric nurses are thus faced with a decision: Do I embrace this new technology or ignore it? Nurses who ignore telehealth’s benefits and applications do so at the risk of being left behind innovations in nursing. Telehealth allows pediatric nurses to educate their distant nursing colleagues, to provide care to patients who might otherwise be neglected, and to grow and develop professionally.</p>

Professional Development and Recursive E-Learning

This paper describes the development of the first in a series of e-learning courses intended to influence the professional practices of 200+ teachers in 15 locations across a western state. The course, anchored in a socially constructed view of learning, combined the use of interactive video, WebCT, and on-site discussion groups to implement research-based practices in literacy. Outcomes of the authors' experiences in designing the course suggest the need to understand the nature of teachers' professional knowledge, the implications of socially constructed professional development, and the demands of learning in a digital environment.