Use Of Video Feedback Research Articles

Exploring the Impact of Student-Elicited Video Feedback on Evaluative Judgement

Students are active players in feedback processes, often seeking and eliciting feedback information to understand expected quality standards regarding their assignments. While student-elicited feedback can benefit learning, little is known about its impact on students' evaluative judgement and how best to leverage it. Hence, this paper examines two technology-mediated feedback encounters elicited by a student through videos sent to her teachers in a blended unit of a postgraduate education course at an Australian university. The student sought feedback information to understand whether her project proposal met the task requirements. Results showed that those two feedback encounters were productive, suggesting that these interactions iteratively refined her focus and calibrated her understanding of the quality standards of the assignment. By exploring the conditions that enabled the student to elicit feedback encounters, we identified that strategies used in the context of the unit, like earlier opportunities for feedback, timeliness of feedback comments and use of video feedback to provide clear, detailed, and supportive information could potentially enable productive feedback encounters. Additionally, our findings suggest that a relational perspective of feedback is equally important to build a trusting and supportive environment that encourages students to elicit feedback encounters.

Acute Effect of Video Feedback on Self-Regulation and Proprioceptive Control of Standing Back Tuck Somersault in the Absence of Vision.

The purpose of this study was to assess the immediate effect of video feedback on the regulation and control of the standing back tuck somersault in the absence of vision. Two groups of male parkour athletes performed the standing back tuck somersault under both open and closed eyes conditions. The first group received video feedback, while the second group received verbal feedback. Concurrent analysis, including kinetic data from a force plate (Kistler Quattro-Jump) and kinematic data in two-dimensional by Kinovea freeware, was employed for motion and technical performance analysis. The results indicate that the loss of vision during the standing back tuck somersault affected only the take-off and ungrouping angle, as well as the vertical velocity and displacement. These effects were consistent regardless of the type of feedback provided (i.e.,video feedback or verbal feedback). Furthermore, a significant Vision × Feedback interaction was observed at the level of technical performance. This suggests that the use of video feedback enabled the parkour athletes to maintain a high level of technical performance both with and without vision (i.e.,13.56 vs. 13.00 points, respectively, p > .05 and d = 2.233). However, the verbal feedback group technical performance declined significantly under the no-vision condition compared with the vision condition (13.14 vs. 10.25 points, respectively, with and without vision, p < .001 and d = 2.382). We concluded that when the movement is proprioceptively controlled (i.e.,without vision), the video feedback enables the athletes to globally assess the technical deficiencies arising from the lack of vision and to correct them. These findings are discussed based on parkour athletes' ability to evaluate the kinematic parameters of the movement.

Combined Effects of Listening to Preferred Music and Video Feedback, during Warm-Up, on Physical Performance in Young Kickboxers.

Although studies have indicated that the prior use of video feedback and music listening separately improves physical performance and positive feelings in various sports, to our knowledge, no studies have investigated their combined effect in combat-sports-specific tasks. The aim of this study was to determine the combined effect of listening to preferred music and video feedback on aerobic and anaerobic performance in male kickboxers. In a counterbalanced crossover study design, twenty kickboxers underwent three kicking exercises under one of three conditions: (1) control condition, (2) combined listening to preferred music and video feedback, and (3) video feedback during 10-min of rope warm-up. Kickboxers performed a ten-second kicking test, multiple ten-second kick test, and progressive taekwondo test. The total number of kicks, fatigue index, heart rate, rate of perceived exertion, and feeling scale were measured. The combined music and video feedback condition improved the number of kicks with a better positive feeling scale (F ≥ 7.4, p ≤ 0.002, ηp2 ≥ 0.28) than the video feedback and control conditions in all three kicking exercises, while the video feedback alone led to better kick performances and a better feeling scale than the control condition in the ten-second and multiple ten-second kicking tests (p ≤ 0.016). The combined listening to preferred music and video feedback condition was more effective at enhancing the positive feeling scale and repeated roundhouse kick performance. Future investigations should examine the application of video feedback and listening to music in various kickboxing tasks including punches and kicks.

Evaluating the effectiveness of video feedback to improve cheerleader tumbling skills

AbstractThe current study evaluated the effectiveness of video feedback (VF) to improve tumbling skills with three high‐school cheerleaders. Researchers evaluated the effects of VF using a multiple baseline across behaviors design. Results demonstrate that VF was effective in increasing the percentage of correct steps of the target skills for all three participants. This study contributes to the literature on the use of VF as a procedure to increase sports performance.

The use of video feedback as a facet of performance analysis: an integrative review

ABSTRACT Video feedback is a well-established aspect of performance analysis (PA), employed to evaluate and describe performance. However, there is a lack of research investigating how video feedback used during PA can best support athlete learning and development. This integrative review sought to consider empirical evidence that has examined the effect of video feedback as a facet of PA on learning in sport settings. Following PRISMA guidelines, literature searches were conducted using PsycInfo, PubMed, Scopus, SPORTDiscus and Web of Science databases. Sixteen articles from an initial yield of 5,838 met the inclusion criteria. The analysis identified limited research settings and designs. PA delivery, e.g. coach-led classroom sessions or self-led practice, and the environment PA is provided in (e.g. dependence on classroom-type sessions) appear to influence learning, whilst scheduling of feedback appears to encourage the retention of declarative knowledge but may not transfer to performance. Collaborative practices between coach and athlete may enhance engagement and involvement in the learning process. The main conclusions highlight the need for greater variety in experimental methods in future PA research. Frameworks are required to build better understanding of effective PA delivery. This review was retrospectively registered with the Open Science Network (OSF) Registries (https://osf.io/bqa6j).

Teleintervenção guiada por videofeedback à família de uma criança usuária de implante coclear: estudo de caso

ABSTRACT Interventions for parental training for families of hard of hearing children, including cochlear implant users, are identified as optimizing their developmental outcomes. In this single-case intervention study, we aim to describe the use of videofeedback in a remote environment, as well as to identify its effectiveness, based on the analysis of mother-child interaction, both for the mother's communicative behaviors and for the behaviors of the mother, receptive and expressive language of the child. Pre- and post-intervention measurements were performed, based on video analysis of the mother's interaction with the child, by blind judges, as well as through the application of assessment instruments for the child and the mother. There were 13 sessions, 3 of which were for evaluation before and after the intervention and 10 of teleconsultation sessions in which the videofeedback tool was used with the mother. Data were analyzed descriptively and inferentially, using the JT method, which determined the Reliable Change Index (BMI) and Clinical Significance. There was reliable positive change in the child's receptive and expressive language, as well as reliable positive change and clinically significant change in mother-child interaction after the 10 sessions of remote videofeedback intervention. Based on the reliable changes observed in this study, we present this model (televideofeedback) as a potential to optimize resources and efforts for therapeutic success in children's auditory rehabilitation, which should be studied in research with a rigorous method, for the broad recommendation of its use.

A Visual Feedback for Water-Flow Monitoring in Recirculating Aquaculture Systems

The optimal water flow in fish breeding tanks is one of the crucial elements necessary for the well-being and proper growth of fish, such as salmon or trout. Considering the round tanks and the uneven distribution of water-flow velocity, ensuring a nearly optimal flow is an important task that may be performed using various sensors installed to monitor the water flow. Nevertheless, observing the rapid development of video analysis methods and considering the increasing availability of relatively cheap cameras, the use of video feedback has become an interesting alternative that limits the number of sensors inside the water tanks in accordance with the requirements of fish breeders. In this paper, an analysis of the use of optical flow algorithms for this purpose is performed and an estimation method based on their features is proposed. The results of the flow estimation using the proposed method are verified experimentally and compared with the measurement results obtained using the professional water-flow meter, demonstrating a high correlation, exceeding 0.9, confirming the proposed solution as a good alternative in comparison to the use of expensive sensors and meters.

Exploring healthcare workers’ perspectives of video feedback for training in the use of powered air purifying respirators (PAPR) at the onset of the COVID-19 pandemic

BackgroundWith the advent of COVID-19, many healthcare workers (HWs) in Australia requested access to powered air purifying respirators (PAPR) for improved respiratory protection, comfort and visibility. The urgency of the response at our hospital required rapid deployment of innovative training to ensure the safe use of PAPRs, in particular, a video-feedback training option to prepare HWs for PAPR competency.AimTo explore the feasibility, acceptability, and utility of video-feedback in PAPR training and competency assessment.MethodsSemi-structured interviews were conducted with 12 HWs, including clinicians from Intensive Care, Anaesthetics and Respiratory Medicine, at a large teaching hospital in Australia.FindingsParticipants believed that the use of video-feedback in PAPR training was feasible, acceptable and useful. They described a variety of benefits to learning and retention, from a variety of ways in which they engaged with the personal video-feedback. Participants also described the impact of reviewing personalised practice footage, compared to generic footage of an ideal performance.ConclusionBy conceptualising video-feedback using a pedagogical approach, this study contributes to knowledge around optimising methods for training HWs in PPE use, particularly when introducing a new and complex PPE device during an infectious disease outbreak.

Incorporating Video Feedback Within a Parent-Implemented Naturalistic Developmental Behavioral Intervention Package Via Telepractice

Delays in communication are commonly experienced by young children who are not meeting developmental milestones. Early naturalistic developmental behavioral interventions are efficacious, and parents can successfully embed these communication strategies into playtime routines, including when coaching is delivered via telepractice. Video feedback is a strength-based coaching method that has been successfully applied to increase positive parenting behaviors (e.g., descriptive praise, responsivity). However, limited research exists on the use of video feedback as a coaching tool for parents of children with developmental delays for communication interventions. We evaluated the effects of a telepractice-based parent training followed by joint reflections and video feedback coaching on parent strategy use and child communication targets, using a concurrent multiple-baseline across three parent–child dyads design. Parent perceptions of the feasibility and appropriateness of the intervention were positive. We discuss implications and provide suggestions for future research and practice.

Exploring Instructor Perceptions of Using Video-Based Feedback

The use of video feedback in face-to-face, blended, and online learning classes has increased markedly since 2014. However, the use of this form of feedback is not well understood. In this study, we conducted a systematic literature review of how higher education instructors perceive video-based feedback. We analyzed 39 peer-reviewed articles from 2009 to 2019 and identified four themes related to creating videos, the quality of feedback, connecting with students, and sustaining the practice of offering video-based feedback. Overall, most instructors claimed that creating video feedback was relatively easy and time-efficient to create. However, some instructors faced specific challenges related to recording, unwieldy software tools, and feeling anxious when creating videos. Instructors also noted that videos provided more detailed, higher-quality feedback. Additionally, instructors remarked that video feedback increased personal connections with their students. Finally, research on the long-term sustainability of providing video-based feedback was mixed.

Helping the Surgeon Recover: Peer-to-Peer Coaching after Bile Duct Injury

Introduction: Bile duct injury sustained during laparoscopic cholecystectomy is associated with high morbidity and mortality and can be a devastating complication for a General Surgeon. We introduce a novel individualized surgical coaching program for surgeons who recently experienced a bile duct injury in laparoscopic cholecystectomy. We aim to explore the perception of coaching among these surgeons and to assess surgeons’ experiences in the coaching program. Study design: Six General Surgeons who experienced a bile duct injury at an emergency laparoscopic cholecystectomy participated in a one-on-one coaching session with an Hepatopancreatobiliary surgeon. The session focused on debriefing the index case with video feedback, and discussion of strategies for safe laparoscopic cholecystectomy. The pilot program ran from March to November 2020. Exit interviews were then conducted. Themes covering perception of surgical training, perception of complications, and experience in the coaching program were explored. Results: Surgeons were generally accepting of the coaching program, especially when the goals aligned with their self-identified areas of development. One-on-one sessions with a local expert in the area, and the use of video feedback created a unique and interactive coaching opportunity. Peer coaching was identified as a valuable resource in helping surgeons regain confidence and maintain well-being after a bile duct injury. Maintaining a collegial, non-judgmental relationship is critical in establishing positive coaching experiences. Conclusion: An individualized surgical coaching program creates a unique opportunity for professional development and may help promote safe laparoscopic cholecystectomy.

Using the Medical Research Council framework and public involvement in the development of a communication partner training intervention for people with primary progressive aphasia (PPA): Better Conversations with PPA

BackgroundPrimary progressive aphasia is a language-led dementia resulting in a gradual dissolution of language. Primary progressive aphasia has a significant psychosocial impact on both the person and their families. Speech and language therapy is one of the only available management options, and communication partner training interventions offer a practical approach to identify strategies to support conversation. The aim of this study was to define and refine a manual and an online training resource for speech and language therapists to deliver communication partner training to people with primary progressive aphasia and their communication partners called Better Conversations with primary progressive aphasia.MethodsThe Better Conversations with primary progressive aphasia manual and training program were developed using the Medical Research Council framework for developing complex interventions. The six-stage development process included 1. Exploratory review of existing literature including principles of applied Conversation Analysis, behaviour change theory and frameworks for chronic disease self-management, 2. Consultation and co-production over 12 meetings with the project steering group comprising representatives from key stakeholder groups, 3. Development of an initial draft, 4. Survey feedback followed by a consensus meeting using the Nominal Group Techniques with a group of speech and language therapists, 5. Two focus groups to gather opinions from people with PPA and their families were recorded, transcribed and Thematic Analysis used to examine the data, 6. Refinement.ResultsCo-production of the Better Conversations with primary progressive aphasia resulted in seven online training modules, and a manual describing four communication partner training intervention sessions with accompanying handouts. Eight important components of communication partner training were identified in the aggregation process of the Nominal Group Technique undertaken with 36 speech and language therapists, including use of video feedback to focus on strengths as well as areas of conversation breakdown. Analysis of the focus groups held with six people with primary progressive aphasia and seven family members identified three themes 1) Timing of intervention, 2) Speech and language therapists’ understanding of types of dementia, and 3) Knowing what helps. These data informed refinements to the manual including additional practice activities and useful strategies for the future.ConclusionsUsing the Medical Research Council framework to develop an intervention that is underpinned by a theoretical rationale of how communication partner training causes change allows for the key intervention components to be strengthened. Co-production of the manual and training materials ensures the intervention will meet the needs of people with primary progressive aphasia and their communication partners. Gathering further data from speech and language therapists and people living with primary progressive aphasia and their families to refine the manual and the training materials enhances the feasibility of delivering this in preparation for a phase II NHS-based randomised controlled pilot-feasibility study, currently underway.

Conditions to utilize video feedback using a tablet device in physical education classes

The use of ICT equipment in schools has not reached its full potential due to a number of limitations. Video feedback in physical education classes is one way that computer equipment is used and, according to Dr Saburo Nishimura, Heisei International University, this has proven to be effective and beneficial. However, there remains room for improvement and Nishimura and his team want to maximise its impact. The researchers are seeking to fulfil research gaps concerning the process of acquiring skill proficiency with the use of video feedback and how ICT equipment can be effectively used in physical education classes. As such, the team is working on a project that is seeking to elucidate the learning time that students require in order to grasp areas for improvement regarding physical movement by watching videos of their movements and also videos of the same movements being expertly performed. In addition, the researchers want to clarify the minimum number of trials (number of exercises) required to improve their skills. This work will involve the participation of high school students and Nishimura has already obtained consent for this from a number of high schools. It will also involve the use of tablets. The effect of video feedback will be analysed from two perspectives: eye movement analysis and motion analysis.

Promotion of Parental Responsivity: Implications for Population-Level Implementation and Impact.

Promotion of Parental Responsivity: Implications for Population-Level Implementation and Impact.

Helping the Surgeon Recover: Peer-to-Peer Coaching after Bile Duct Injury

Bile duct injury sustained during laparoscopic cholecystectomy is associated with high morbidity and mortality, and can be a devastating complication for a general surgeon. We introduce a novel, individualized surgical coaching program for surgeons who recently injured a bile duct in laparoscopic cholecystectomy. We aim to explore the perception of coaching among these surgeons and to assess surgeons' experiences in the coaching program. Six general surgeons who injured a bile duct at an emergency laparoscopic cholecystectomy participated in a 1-on-1 coaching session with a hepatopancreatobiliary surgeon. The session focused on debriefing the index case with video feedback, and discussion of strategies for safe laparoscopic cholecystectomy. The pilot program ran from March to November 2020. Exit interviews were then conducted. Themes covering perception of surgical training, perception of complications, and experience in the coaching program were explored. Surgeons were generally accepting of the coaching program, especially when the goals aligned with their self-identified areas of development. One-on-1 sessions with a local expert in the area, and the use of video feedback created a unique and interactive coaching opportunity. Peer coaching was identified as a valuable resource in helping surgeons regain confidence and maintain well-being after a bile duct injury. Maintaining a collegial, nonjudgmental relationship is critical in establishing positive coaching experiences. An individualized surgical coaching program creates a unique opportunity for professional development and may help promote safe laparoscopic cholecystectomy.

Differentiation among bio- and augmented- feedback in technologically assisted rehabilitation

ABSTRACT Introduction: In rehabilitation practice, the term ‘feedback’ is often improperly used, with augmented feedback and biofeedback frequently confused, especially when referring to the human-machine interaction during technologically assisted training. The absence of a clear differentiation between these categories represents an unmet need for rehabilitation, emphasized by the advent of new technologies making extensive use of video feedback, exergame, and virtual reality. Area covered: In this review we tried to present scientific knowledge about feedback, biofeedback, augmented feedback and neurofeedback, and related differences in rehabilitation settings, for a more proper use of this terminology. Despite the continuous expansion of the field, few researches clarify the differences among these terms. This scoping review was conducted through the searching of current literature up to May 2020, using following databases: PUBMED, EMBASE and Web of Science. After literature search a classification system, distinguishing feedback, augmented feedback, and biofeedback, was applied. Expert opinion: There is a need for clear definitions of feedback, biofeedback, augmented feedback, and neurofeedback in rehabilitation, especially in the technologically assisted one based on human-machine interaction. In fact, the fast development of new technologies requires to be based on solid concepts and on a common terminology shared among bioengineers and clinicians.

A review and analysis of the components of potentially effective perinatal mental health interventions for infant development and mother-infant relationship outcomes

Children of mothers with serious mental health difficulties are at increased risk of developing mental health difficulties themselves in their own lifetime. Specialist interventions delivered in perinatal mental health services offer an opportunity to support the infant's development and long-term mental health. This review aimed to systematically evaluate the shared elements of successful perinatal mental health interventions that underpin improved outcomes for infants whose mothers experience perinatal mental health difficulties. Nine electronic databases were searched comprehensively for relevant controlled studies of perinatal mental health interventions, and a narrative synthesis undertaken to assess whether statistically significant benefits were noted. Sixteen studies, trialing 19 interventions, were analyzed using a narrative approach and grouped according to reported effectiveness. Eight interventions demonstrated significant improvements in infant outcomes and/or mother-infant relationship outcomes and were used to inform the analysis of the included interventions' components. While the interventions identified were diverse, there were common components which potentially underpin successful interventions for infants whose mothers are experiencing mental health difficulties, including: facilitation of positive Mother×Infant interactions; helping mothers to understand their infant's perspective or inner world; and the use of video feedback.

Interprofessional discharge team communication and empathy in discharge planning activities: A narrative review

Poor communication is a main cause of poor discharge planning . Although empathic processes underlie communication competence, the extent to which discharge team empathy has been studied is unclear. This paper will summarize interventions that incorporate empathic processes for effective interprofessional team communication. Guided by the SANRA scale, this narrative review presents research (2013–2019) on interprofessional communication and empathy interventions during discharge planning activities. Database searches yielded 2357 abstracts; ten fulfilled inclusion criteria. Limited studies exist with diverse interventions (simulation, process observations, video-enhanced learning, or TeamSTEPPS) that were mostly atheoretical and quasi-experimental, and samples of pre- and post-licensure clinicians ranging in size from 7 to 132. Evidence suggests that there is benefit to engaging in team-based discharge planning simulation when that simulation includes content on roles, debriefing, exercises in self-reflection, and use of video-feedback. As guided by theory, further benefits can be gained by incorporating empathic processes into interprofessional communication interventions.

Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention

Social conversational vulnerabilities associated with autism spectrum disorders (ASDs) generally persist into young adulthood and have a detrimental impact on short- and long-term academic, vocational, and interpersonal success. In light of these challenges, there is a growing need for targeted interventions to improve the social competencies of this population. The current study examined the effects of a video-feedback intervention that targeted a key social conversational skill—making social initiations to one’s conversational partner. A multiple-baseline research design across three college students with ASD indicated that the use of video feedback to target question-asking initiations was associated with improvements in (a) total questions asked, (b) conversational pauses, (c) nonperseverative discussion, (d) conversational reciprocity, and (e) perceived confidence. These findings generalized across contexts and conversation partners, suggesting that this intervention strategy may hold promise for promoting key social competencies in young adults with ASD.

Video feedback: A novel application to enhance person-centred dementia communication.

A discussion of the use of video feedback as an effective and feasible method to promote person-centred communication approaches within dementia care and long-term care. Effective strategies to integrate person-centred approaches into health care settings have attracted global attention and research in the past two decades. Video feedback has emerged as technique to enhance reflective learning and person-centred practice change in some care settings; however, it has not been tested in the context of person-centred dementia communication in long-term care. Discussion paper. Articles dating from 1995 to 2018 retrieved via searches of the SCOPUS, CINAHL, MEDLINE and Cochrane Systematic Review databases. Inclusion of video feedback in a person-centred dementia communication intervention for nurses and other health care providers may effectively fill a gap evident in the literature. This intervention can offer feedback of enhanced quality and enduring impact on behaviour change relative to traditional training. A critical review of empirical and theoretical evidence supports video feedback as a potential means to enhance person-centred communication within the context of dementia and long-term care. The promising benefits of video feedback present a novel research opportunity to pilot its use to enhance person-centred communication between nurses/health care providers and persons with dementia in long-term care.