Video-based Research Research Articles

Methodological Implications for Video-Based Research in the Library and Information Science

The use of video has been popular in psychology and educational research (Erickson, 2011), but still is relatively new to the Library and Information Science (LIS) field. Video technology is a powerful tool for documenting events, allowing them to be preserved permanently and viewed un unlimited number of times for collaborative data analysis (Jordan & Henderson, 1995). In addition, it is important to consider that video recordings start with a choice of the recorder on which part to capture and follow with a deliberate and selective choice on which recordings to focus on analytically. Thus, researchers who choose to employ video-based research need to be reflexive of the affordances and limitations of using certain video technology and be cognizant of the ways in which we can be closer to capturing the phenomenon itself. In this poster, we will demonstrate two cases of family programming at public libraries where video-based research was used for research and explore the methodological implications of video-based research in LIS. We aim to discuss the opportunities and challenges of capturing in-situ data in addition to participants’ retrospective perspectives after their participation in library programming.

Football teaching and training based on video surveillance using deep learning.

The objective performance evaluation of an athlete is essential to allow detailed research into elite sports. The automatic identification and classification of football teaching and training exercises overcome the shortcomings of manual analytical approaches. Video monitoring is vital in detecting human conduct acts and preventing or reducing inappropriate actions in time. The video's digital material is classified by relevance depending on those individual actions. The research goal is to systematically use the data from an inertial measurement unit (IMU) and data from computer vision analysis for the deep Learning of football teaching motion recognition (DL-FTMR). There has been a search for many libraries. The studies included have examined and analyzed training through profound model construction learning methods. Investigations show the ability to distinguish the efficiency of qualified and less qualified officers for sport-specific video-based decision-making assessments. Video-based research is an effective way of assessing decision-making due to the potential to present changing in-game decision-making scenarios more environmentally friendly than static picture printing. The data showed that the filtering accuracy of responses is improved without losing response time. This observation indicates that practicing with a video monitoring system offers a play view close to that seen in a game scenario. It can be an essential way to improve the perception of selection precision. This study discusses publicly accessible training datasets for Human Activity Recognition (HAR) and presents a dataset that combines various components. The study also used the UT-Interaction dataset to identify complex events. Thus, the experimental results of DL-FTMR give a performance ratio of 94.5%, behavior processing ratio of 92.4%, athletes energy level ratio of 92.5%, interaction ratio of 91.8%, prediction ratio of 92.5%, sensitivity ratio of 93.7%, and the precision ratio of 94.86% compared to the optimized convolutional neural network (OCNN), Gaussian Mixture Model (GMM), you only look once (YOLO), Human Activity Recognition- state-of-the-art methodologies (HAR-SAM). This finding proves that exercising a video monitoring system that provides a play view similar to that seen in a game scenario can be a valuable technique to increase selection accuracy perception.

Urology HEIRS: A Feasibility and Acceptability Study for Video-Based Research on Physician-Family Communication in Pediatric Urology Visits.

Patient- and family-centered communication is essential to health care equity. However, less is known about how urologists implement evidence-based communication and dynamics involved in caring for diverse pediatric patients and caregivers. We sought to evaluate the feasibility and acceptability using video-based research to characterize physician-family communication in pediatric urology. We assembled a multidisciplinary team to conduct a multiphase learning health systems project and establish the Urology HEIRS (Health Experiences and Interactions in Real-Time Studies) corpus for research and interventions. This paper reports the first phase, evaluating feasibility and acceptability based on consent rate, patient diversity, and qualitative identification of verbal and paraverbal features of physician-family communication. We used applied conversation analysis methodology to identify salient practices across 8 pediatric urologists. We recruited 111 families at 2 clinic sites; of these 82 families (N = 85 patients, ages 0-20 years) participated in the study with a consent rate of 73.9%. The racial/ethnic composition of the sample was 45.9% non-Hispanic White, 30.6% any race of Hispanic origin, 16.5% non-Hispanic Black/African American, 4.7% any ethnicity of Asian/Asian American, and 2.3% some other race/ethnicity; 24.7% of families used interpreters. We identified 11 verbal and paraverbal communication practices that impacted physician-family dynamics, including unique challenges with technology-mediated interpreters. Video-based research is feasible and acceptable with diverse families in pediatric urology settings. The Urology HEIRS corpus will enable future systematic studies of physician-family communication in pediatric urology and provides an empirical basis for specialty-specific training in patient- and family-centered communication.

Utility-value change and the role of emotional cost in video-based learning: a matter of student teachers' interpretation of experience.

Motivational and emotional characteristics influence teachers' reflections on video clips from their own teaching. However, utility values and the role of emotional cost have not been considered yet in video-based research in teacher education. In the present study, 102 student teachers were randomly assigned to an intervention group (IG) with video-based documentation of a lesson and systematic writing assignment or to a control group (CG) with protocol-based documentation of a lesson and writing assignment. Multigroup latent change score analysis indicated that IG participants, on average, showed a 0.52 SDs higher increase in utility values than the CG three months after the teaching practicum. Emotional cost was negatively related to baseline utility-value scores but predicted latent change scores positively after the writing assignment. The study adds to the current repertoire of video-based learning opportunities by providing a systematic writing assignment targeting student teachers' interpretation of experiences to leverage motivation.

Current and Future Debates in Video Data Analysis

Video-based social science research is thriving. Across disciplines and topic areas, researchers use twenty-first century video data to gain novel insights into how social processes and events unfold on the ground. In recent years, “video data analysis” (VDA) has emerged as a methodological framework to facilitate this type of video-based research. The special issue “The Present and Future of Video-based Social Science Research: Innovations in Video Data Analysis” presents methodological innovations that speak to some of the most pressing debates around VDA. Contributions showcase the range of disciplines and research fields VDA is used in, from social interactions and collective behavior to neighborhoods, policing, and public health. This introductory article outlines two areas of growth in VDA methodology that the articles of this special issue speak to: taking advantage of scale and detail in VDA, and situating VDA in the canon of research methods.

Promoting video-based research in teacher education and professional development: A commentary on ontological, methodological and epistemological advances

Promoting video-based research in teacher education and professional development: A commentary on ontological, methodological and epistemological advances

The Defender's Vision-Gaze Behavior of One-on-One Defenders in Basketball.

In fast-paced team sports, anticipation is one important element in defense strategies. The primary objective of this study was to examine the recommendation for action and use of defensive gaze strategies by defensive players in basketball. Four national-level expert-basketball coaches were interviewed and a field study with mobile eye-tracking devices was conducted on 16 expert and 16 novice players defending in a one-on-one situation. Differences in relative fixation times between experts and novices were elaborated for the predetermined gaze zones-head, ball, torso, and feet-as given by the expert coaches. This was done for three phases of the movement sequence: receiving, dribbling, and shooting. The results of the interviews with expert coaches indicated that the existing coaching doctrine instructs players to look at the torso of an opponent to avoid being vulnerable to fakes. Surprisingly, our findings with the players showed a discrepancy in the evaluated gaze behavior of the experts and novices. For the receiving and dribbling phase, experts mainly fixated their gaze on the head while novices focused on the ball. For the final shooting phase, both the groups mainly fixated their gaze on the ball. Fixating the gaze on the ball or head makes the player potentially vulnerable to deceptive movements, as video-based research has shown. Expert coaches also indicated that peripheral vision is of importance to defenders, contradicting the existing assumption in the literature that focusing on the task-relevant areas is key for anticipation performance.

Methodological innovations at the intersection of video-based educational research traditions: Reflections on relevance, data selection, and phenomena of interest

ABSTRACT Approaches to discourse analysis in educational research tend to operate within the boundaries of particular video-based research traditions. We examine four of these traditions that are especially relevant to the learning sciences – conversation analysis, discursive psychology, interaction analysis, and video-cued ethnography – and instead of assuming that they are incommensurate, we examine their interconnections and areas of synthesis to make space for methodological innovations. In looking for unforeseen or de-emphasized points of synergy, we consider four approaches to each tradition: (1) making claims about internal processes; (2) inviting research participants to reflect on the video records; (3) formulating conjectures about the video data; and (4) noticing and documenting patterns. We examine the above approaches in the context of a research-practice partnership between educational researchers and a non-profit organization focused on outdoor family play, focusing in particular on autonomy-supportive parenting. Through this methodological reflection, we raise a number of novel considerations regarding how video-based educational researchers can understand what is relevant to the participants, engage with data selection, and formulate claims about recognizable phenomena in the data. We conclude by discussing problems of practice in video-based educational research that this mixed-tradition approach can address.

Mobilizing Interference as Methodology and Metaphor in Disability Arts Inquiry

This article interrogates the limits and possibilities of interference as methodology and metaphor in video-based research aiming to disrupt ableist understandings of disability that create barriers to health care. We explore the overlapping terrain of diffractive and interference methodologies, teasing apart the metaphorical-material uses and implications of interference for video-makers in our project. Using the digital/multimedia stories created and an interview as research artifacts, we illuminate how interference manifested in disabled makers’ lives, how interference operated through the research apparatus, and how the videos continue to hold agency through their durability in the virtual realm. Drawing on feminist post-philosophies of matter (Barad) and use (Ahmed), we argue that the videos disrupt the gaze that fetishizes disabled bodies, thereby interfering with cultural-clinical processes that abnormalize disability. The research apparatus interfered with makers’ subjectivities yet also brought people together to generate something new—a community that creates culture and contests its positioning as marginal.

Capturing love at a distance


 Studies have shown that multisensorial interactions are an important medium for achieving love and intimacy. Nevertheless, the question remains: How do people constitute their “love at a distance” when they can only interact with each other over a video call, in which certain sensorial resources (e.g., touch, smell, and taste) are not available? Drawing from two years of video-based fieldwork involving recordings of habitual calls among the members of migrant families, I consider the application of Ethnomethodology and Conversation Analysis (EMCA)-informed video analysis to investigating intimate relationships constructed through remote means. I present an innovative method of video recording that allows me to analyze the interactional resources toward which participants orient themselves in their calls. I illustrate this approach with data analysis to demonstrate the relevance of video to examining intimacy at a distance. This article proposes that a distinct contribution of video-based research to the discipline lies in its ability to capture how people use their embodied and sensorial interactions to form intimacy across distances. 

Video-based Parkinson’s disease assessments in a nationwide cohort of Fox Insight participants

IntroductionParkinson’s disease (PD) research is hampered by slow, inefficient recruitment and burdensome in-person assessments that may be challenging to conduct in a world affected by COVID-19. Fox Insight is an ongoing prospective clinical research study that enables individuals to participate in clinical research from their own homes by completing online questionnaires. To date, over 45,000 participants with and without PD have enrolled. We sought to validate self-reported PD diagnosis in the Fox Insight cohort, assess the validity of other self-reported health information, and evaluate the willingness of participants to participate in video-based research studies. MethodsIndividuals with and without self-reported PD enrolled in Fox Insight were invited to participate in this virtual research study. Participants completed online questionnaires and two virtual visits, during which we conducted standard cognitive and motor assessments. A movement disorder expert determined the most likely diagnosis, which was compared to self-reported diagnosis. ResultsA total of 203 participants from 40 U.S. states, 159 with remote clinician-determined PD and 44 without, completed the study (59% male, mean (SD) age 65.7 (9.8)). Level of agreement between self-reported PD diagnosis in Fox Insight and clinician-determined diagnosis was very good ((kappa = 0.85, 95% CI 0.76–0.94). Overall, 97.9% of participants were satisfied with the study, 98.5% were willing to participate in a future observational study with virtual visits, and 76.1% were willing to participate in an interventional trial with virtual visits. ConclusionAmong the Fox Insight cohort, self-reported diagnosis is accurate and interest in virtual research studies is high.

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.

Validation of Wave Runup Models in a New Zealand Context

Wang, X. and Liu, Y., 2020. Validation of wave runup models in a New Zealand context. In: Zheng, C.W.; Wang, Q.; Zhan, C., and Yang, S.B. (eds.), Air-Sea Interaction and Coastal Environments of the Maritime and Polar Silk Roads. Journal of Coastal Research, Special Issue No. 99, pp. 411–418. Coconut Creek (Florida), ISSN 0749-0208.Runup is defined as the added water level above the still water level by waves. Accurate estimation of runup is essential for coastal protection, coastal management and hazard prediction. A video-based research was carried out in Gisborne and Mahia (New Zealand) to validate previously developed runup models in a New Zealand context and present locally adjusted models based on available models. A wave runup dataset containing 14 runup time series was produced. 5 previous models were tested with field observation. Among these models, the model proposed by Homan (1986) provides the most accurate predictions of R 2% . A locally adjusted model based on Homan (1986) yields improved results (R 2 = 82%). For Gisborne and Mahia, R 2% is best parameterized by beach slope. A new model parameterized beach slope produces even better results (R 2 = 83%). With information of beach slopes, it can be easily applicated to beaches around Gisborne and Mahia.

Remotely operated vehicles as alternatives to snorkellers for video-based marine research

Capabilities of remotely operated vehicles (ROVs) have increased substantially in the last decade, and mini-ROV designs are now able to conduct visual research frequently conducted by snorkellers or divers in shallow marine environments. There are logistical, financial and experimental benefits of using mini-ROVs over snorkellers or divers, yet the adoption of mini-ROVs for common shallow underwater research tasks has not been widespread. To assess the capabilities of mini-ROVs to sample fish communities we compared the results produced by a mini-ROV to that of snorkellers for performing two of the most common marine video-based research activities (1) underwater visual fish census and (2) observing and tracking fish behaviour. Results of both activities suggested that the fish community observed by the mini-ROV was not distinguishable to that observed by the snorkellers, however, the mini-ROV detected significantly more fish (39% higher abundance) and greater diversity (24% higher). When tracking butterflyfish behaviour, video obtained from the mini-mini-ROV was as efficient as a snorkeller at finding and tracking individuals. Video from the mini-ROV produced comparable responses to that from snorkellers with hand-held GoPros, although over the course of tracks the response between the two methods differed, with a decrease in refuge time for snorkeller video and an increase in tailbeat rate for the mini-ROV video. Our study shows that video obtained from mini-ROVs can be used for research in shallow marine environments when direct manipulations are not required. We predict the research capabilities of mini-ROVs to increase substantially in the coming years, which should cement the use of this tool for research across all marine environments.

Video research visits for atypical parkinsonian syndromes among Fox Trial Finder participants.

Use of video research visits in neurologic conditions is rising, but their utility has not been assessed in atypical parkinsonian syndromes. We sought to evaluate the diagnostic concordance between video-based vs self-reported diagnoses of multiple system atrophy, progressive supranuclear palsy, dementia with Lewy bodies, and corticobasal syndrome. We also assessed patient satisfaction with video-based visits. We conducted a study of video-based research visits in individuals with an atypical parkinsonian syndrome enrolled in The Michael J. Fox Foundation's Fox Trial Finder. Participants completed a recorded real-time video visit with a remote evaluator who was blinded to the participant's self-reported diagnosis. The investigator conducted a structured interview and performed standard assessments of motor function. Following the visit, the investigator selected the most likely diagnosis. The recorded visit was reviewed by a second blinded investigator who also selected the most likely diagnosis. We evaluated diagnostic concordance between the 2 independent investigators and assessed concordance between investigator consensus diagnosis and self-reported diagnosis using Cohen's kappa. We assessed participant satisfaction with a survey. We enrolled 45 individuals with atypical parkinsonian syndromes, and 44 completed the investigator-performed video assessment. We demonstrated excellent concordance in diagnosis between the investigators (κ = 0.83) and good reliability of self-reported diagnosis (κ = 0.73). More than 90% of participants were satisfied or very satisfied with the convenience, comfort, and overall visit. Video research visits are feasible and reliable in those with an atypical parkinsonian syndrome. These visits represent a promising option for reducing burden and extending the reach of clinical research to individuals with these rare and disabling conditions.

The absent-present researcher: data analysis of pre-recorded parent-driven campaign videos

ABSTRACTIn recent years, there has been a proliferation of sophisticated, user-friendly and accessible instruments of video data collection (e.g. mobile/cell phones and tablets) which facilitate video-based research and analysis. This paper reports on the opportunities and challenges of undertaking video analysis by reporting on the qualitative video analysis of a subset of 30 purposively selected videos from #notanurse_but, a parent-driven video campaign initiated by WellChild, a UK charity. This paper provides insight into one way of conducting video analysis, appreciating that a variety of approaches exist and that methodological reflections on analytical work with video recordings are limited. The authors critically consider researcher subjectivity; the everydayness of video data; making assumptions; and the incomplete picture provided by video data. Despite notable limitations to the approach of video analysis as a standalone method, the authors conclude that video analysis is capable of eliciting data that may not otherwise be obtained.

Observing the Indicators of Technological Pedagogical Content Knowledge in Science Classrooms: Video-Based Research

The purpose of the study was to observe the indicators of science teachers’ technological pedagogical content knowledge (TPACK) using a video-based research method. The study was conducted with four in-service science teachers who taught at a school that offered tablet-based education in primary and secondary levels. Data sources included video-recorded classroom teaching sessions and pre- and post-video teacher interviews. In addition to the in-depth contextual information provided, the findings from the qualitative analysis of teacher cases revealed indicators of teachers’ TPACK in their lesson design and actual teaching processes. Design indicators included technology selection, curriculum planning, lesson preparation, and assessment. Actual teaching indicators included lesson entry behaviors, teaching methods and strategies, technology-enhanced classroom management, troubleshooting, and assessment.

Juxtaposing professional identities and (re)telling pedagogical relations through experimental video-based research

Abstract This article focuses on art-based methodologies (ABR), particularly on practices based on the moving image such as experimental cinema/video and on how they can contribute to the construction of professional identities in art education and art-based educational research (ABER). As feminists, we locate ourselves in postcolonial visual culture studies and critical film/pedagogical theories. We explore how experimental video-based research, and auto-ethnographic video making, leads to a reflexive space in which to connect the artist–researcher–educator with the other bodies that participate in the research – María Ruido and a group of five fine art students. We focus our attention on the processes of narrating-editing as an autoethnographic and experimental way to produce the video narrative and the text Juxtaposition (2017). Finally, we show how the processes of narrating-editing enable the relocation of the different bodies, spaces and times and the juxtaposition of professional identities.

More than Data: A Multivocal Inquiry into Video-Based Research on Learning and Teaching

Purpose This commentary aims to echo Wilkinson, Bailey, and Maher's (this volume) arguments about the affordances of videos and video databases in studying learning and teaching. Design/Approach/Methods This article illustrates a multivocal approach to the videos from the Video Mosaic Collaborative (VMC). In particular, three mathematics teachers in Shanghai were invited to watch and discuss a set of VMC videos. Two recurring themes concerning mathematics learning and teaching were identified in this video-cued interview and discussed in relation to the VMC Analytics. Findings The VMC videos played a mediating and facilitating role in the interview, helping the teachers notice and reflect on the mundane, implicit culture practices. Based upon this analysis, I argue that to tap into the potential of video in educational research, we need to see videos as more than data and look for more possibilities of using them. Originality/Value To open and further research dialogues, this article discusses future directions of using videos in educational research and serves as an invitation to creative explorations, in-depth conversations, ethical reflections, and cross-cultural collaborations on the use of videos in education.

Seeing through the eyes of the teacher? Investigating primary school teachers’ professional noticing through a video-based research methodology

ABSTRACTDigital video technology has been increasingly employed to investigate teacher professional noticing. While extensive research has been undertaken to explore the specialised knowledge base underlying teacher professional noticing, there is a need to more closely examine the methodological consequences of video-based approaches for understanding the nature of professional noticing. This paper draws upon a recent study that investigated primary school teachers’ professional noticing of mathematics and science classrooms to discuss issues, challenges, and opportunities that emerge with a video-based research approach. In this study, the latest video technology was employed to allow primary school teachers to take active roles in capturing, selecting and reflecting on significant classroom events on their own and with colleagues. Drawing upon examples from this study, this paper highlights the methodological potential and challenges of video-based approaches to investigating teacher noticing in classrooms, and discusses how this noticing relates to reflection stimulated by classroom videos. It further reveals the tension between the dual priorities of empowering the teacher participants in research and enabling valid interpretations by the researchers in an attempt to gain insight into the complexity of teachers’ professional noticing.