Video-based Tasks Research Articles

Better Understanding Oral Communication Skills: The Impact of Perceived Personality Traits

ABSTRACT Oral communication skills are greatly valued by employers and the greater workforce community. This study used the theory of dispositional attribution and an adapted version of Brunswik’s lens model to assesses college students’ oral communication skills through innovative, video-based tasks and explores the extent to which perceived personality traits contribute to these skills. Better understanding the individual difference antecedents of oral communication skills can aid key stakeholders (e.g., educators, students, job applicants) in improving these skills more effectively and with greater ease. Findings showed both perceived extraversion and perceived conscientiousness were associated with higher oral communication scores. Consequently, students that are perceived as being on the low end of these traits may benefit from feedback providing information about how they are perceived when they present and suggesting behaviors associated with the higher ends of these traits.

The effectiveness of penalty takers' deception: A scoping review

Attackers are supposed to take advantage of producing deceptive actions in competitive ball sports, particularly in penalty situations. We conducted a scoping review of the experimental literature to scrutinize whether penalty takers do indeed benefit from using deceptive actions in penalty situations, especially by increasing the likelihood to score a goal. Studies using video-based and in-situ tasks in which soccer and handball goalkeepers try to save a penalty were evaluated. Results showed that penalty takers' manipulation of spatial information available to the goalkeeper during deception (i.e., by using misleading and/or disguising actions) is less effective in in-situ than video-based studies. We argue that this difference occurs because goalkeepers adapt differently to the spatiotemporal constraints in the video-based and in-situ tasks. Goalkeepers appear to prioritize picking up spatial information in video-based tasks while prioritizing temporal information in-situ tasks. Therefore, the manipulation of spatial information appears to be less effective in the more representative in-situ studies than in video-based studies. In order to deceive, penalty takers are advised to manipulate temporal information during on-field penalty situations.

Self-Supervised Feature Enhancement: Applying Internal Pretext Task to Supervised Learning

Traditional self-supervised learning requires CNNs using external pretext tasks (i.e., image- or video-based tasks) to encode high-level semantic visual representations. In this paper, we show that feature transformations within CNNs can also be regarded as supervisory signals to construct the self-supervised task, called \emph{internal pretext task}. And such a task can be applied for the enhancement of supervised learning. Specifically, we first transform the internal feature maps by discarding different channels, and then define an additional internal pretext task to identify the discarded channels. CNNs are trained to predict the joint labels generated by the combination of self-supervised labels and original labels. By doing so, we let CNNs know which channels are missing while classifying in the hope to mine richer feature information. Extensive experiments show that our approach is effective on various models and datasets. And it's worth noting that we only incur negligible computational overhead. Furthermore, our approach can also be compatible with other methods to get better results.

Video-Based Tasks in Strengthening Speaking Skills of EFL College Students

All teachers, including speaking instructors, should be able to select the proper interactive media for students' speaking practice. Video-assisted learning tasks in the speaking class have not been explored extensively, despite the reality that video-based tasks are an appropriate choice for students to enhance their speaking ability. This study sought to examine the Effect of video-based tasks on students' speaking skills. In this study, a quasi-experimental design was employed, and the speaking scoring rubric served as the research instrument. Both the experimental group and the control group were comprised of participants. Researchers gave pre-and post-tests to identify the impact of the video-based tasks technique on students' speaking skills. Using a simple random sampling technique, 56 students from the English study program in the first grade at Universitas Katolik Indonesia Santu Paulus Ruteng comprised the research sample; then, the data were analyzed by using a t-test with the assistance of the SPSS 24.0 program. The data analysis of the average student score in the experimental and control groups revealed that the experimental group's average score (80,29) was higher than the control group's average score (67,57). This result demonstrates the significant effects of video-based tasks in teaching speaking. The researchers concluded that video-based tasks were helpful for teaching speaking skills. Moreover, video-based tasks significantly impact students' ICT skills, learning independence, and self-evaluation development. The logical implication of this study's findings is that EFL teachers should use videos to teach English, particularly speaking skills, because it has been demonstrated to have a favorable effect on the respondents' speaking ability.

Students’ Perceptions of Video-based Tasks in the “American English File” Series: A Survey at People’s Security University

This study was a survey design to explore non-English major students' perceptions of video-based tasks in listening classes. The data were collected quantitatively and qualitatively through two main research tools, namely Likert-scale questionnaires and semi-structured focus group interviews. First, quantitative data was collected through the questionnaires delivered to 86 non-English major students using Google forms to investigate how they perceive video-based tasks in the AEF series in terms of three components, namely Goals, Input and Procedures. Then, qualitative data, which were gathered from two focus groups of student volunteers, were used to confirm and supplement the findings from the first tool. It was then discovered that the student participants’ responses to the video-based tasks in American English File (AEF) series were generally positive. Moreover, students can improve their listening ability, have more motivation in listening lessons as well as better acquire real-life input from the videos.

Co-segmentation inspired attention module for video-based computer vision tasks

Video-based computer vision tasks can benefit from estimation of the salient regions and interactions between those regions. Traditionally, this has been done by identifying the object regions in the images by utilizing pre-trained models to perform object detection, object segmentation and/or object pose estimation. Although using pre-trained models is a viable approach, it has several limitations in the need for an exhaustive annotation of object categories, a possible domain gap between datasets and a bias that is typically present in pre-trained models. In this work, we propose to utilize the common rationale that a sequence of video frames capture a set of common objects and interactions between them, thus a notion of co-segmentation between the video frame features may equip the model with the ability to automatically focus on task-specific salient regions and improve the underlying task’s performance in an end-to-end manner. In this regard, we propose a generic module called “Co-Segmentation inspired Attention Module” (COSAM) that can be plugged in to any CNN model to promote the notion of co-segmentation based attention among a sequence of video frame features. We show the application of COSAM in three video-based tasks namely: (1) Video-based person re-ID, (2) Video captioning, & (3) Video action classification and demonstrate that COSAM is able to capture the task-specific salient regions in video frames, thus leading to notable performance improvements along with interpretable attention maps for a variety of video-based vision tasks, with possible application to other video-based vision tasks as well.

An efficient multitask neural network for face alignment, head pose estimation and face tracking

While Convolutional Neural Networks (CNNs) have significantly boosted the performance of face related algorithms, maintaining accuracy and efficiency simultaneously in practical use remains challenging. The state-of-the-art methods employ deeper networks for better performance, which makes it less practical for mobile applications because of more parameters and higher computational complexity. Therefore, we propose an efficient multitask neural network, Alignment & Tracking & Pose Network (ATPN) for face alignment, face tracking and head pose estimation. Specifically, to achieve better performance with fewer layers for face alignment, we introduce a shortcut connection between shallow-layer and deep-layer features. We find the shallow-layer features are highly correspond to facial boundaries that can provide the structural information of face and it is crucial for face alignment. Moreover, we generate a cheap heatmap based on the face alignment result and fuse it with features to improve the performance of the other two tasks. Based on the heatmap, the network can utilize both geometric information of landmarks and appearance information for head pose estimation. The heatmap also provides attention clues for face tracking. The face tracking task also saves us the face detection procedure for each frame, which also significantly boost the real-time capability for video-based tasks. We experimentally validate ATPN on four benchmark datasets, WFLW, 300VW, WIDER Face and 300W-LP. The experimental results demonstrate that it achieves better performance with much less parameters and lower computational complexity compared to other light models.

Students’ Perceptions of Video-based Tasks in the “American English File” Series: a Survey at People’s Security University

This study was a survey design conducted with the aim of exploring non-English major students' perceptions of video-based tasks in listening classes. The data were collected both quantitatively and qualitatively through two main research tools, namely Likert-scale questionnaires and semi-structured focus group interviews respectively. First, quantitative data was collected through the questionnaires delivered to 86 non-English major students with the use of Google forms to investigate how they perceive video-based tasks in the AEF series in terms of three components, namely Goals, Input, and Procedures. Then, qualitative data, which was gathered from two focus groups of student volunteers, was used to confirm and supplement the findings from the first tool. It was then discovered that the student participants' responses to the video-based tasks in American English File (AEF) series are generally positive. Moreover, students can improve their listening ability, have more motivation in listening lessons as well as better acquire real-life input from the videos.

Dynamic face processing impairments are associated with cognitive and positive psychotic symptoms across psychiatric disorders

Impairments in social cognition—including recognition of facial expressions—are increasingly recognised as a core deficit in schizophrenia. It remains unclear whether other aspects of face processing (such as identity recognition) are also impaired, and whether such deficits can be attributed to more general cognitive difficulties. Moreover, while the majority of past studies have used picture-based tasks to assess face recognition, literature suggests that video-based tasks elicit different neural activations and have greater ecological validity. This study aimed to characterise face processing using video-based stimuli in psychiatric inpatients with and without psychosis. Symptom correlates of face processing impairments were also examined. Eighty-six psychiatric inpatients and twenty healthy controls completed a series of tasks using video-based stimuli. These included two emotion recognition tasks, two non-emotional facial identity recognition tasks, and a non-face control task. Symptoms were assessed using the Positive and Negative Syndrome Scale. Schizophrenia and bipolar disorder groups were significantly impaired on the emotion-processing tasks and the non-face task compared to healthy controls and patients without psychosis. Patients with other forms of psychosis performed intermediately. Groups did not differ in non-emotional face processing. Positive symptoms of psychosis correlated directly with both emotion-processing performance and non-face discrimination across patients. We found that identity processing performance was inversely associated with cognition-related symptoms only. Findings suggest that deficits in emotion-processing reflect symptom pathology independent of diagnosis. Emotion-processing deficits in schizophrenia may be better accounted for by task-relevant factors—such as attention—that are not specific to emotion processing.

Using classroom video-based instruments to characterise pre-service science teachers’ incoming usable knowledge for teaching science

ABSTRACT Background Effective science teaching requires a specialised body of knowledge. Researchers have recognised the importance of understanding the incoming knowledge that pre-service science teachers (PSTs) bring to their initial teacher education. However, although many studies have focused on PSTs’ declarative knowledge or the knowledge that informs their lesson planning decisions, few have considered the knowledge that PSTs activate and use in contexts similar to authentic classroom situations. Purpose This study investigated the nature of PSTs’ incoming usable knowledge for teaching science. Specifically, it utilised two video-based tasks, a video annotation task and an interactive video analysis task, to explore and characterise the nature of two forms of usable knowledge: knowledge that informs PSTs’ analysis of classroom situations and knowledge that informs their in-the-moment instructional decision-making. Methods Fourteen PSTs attempted two video-based tasks at the beginning of a science major methods course. Their responses in the two tasks were analysed qualitatively to shed light on the two abovementioned forms of usable knowledge. Findings The PSTs readily identified the general pedagogical knowledge (PK) and topic-specific pedagogical content knowledge (PCK), but not the discipline-specific PCK displayed by the teacher shown in the videos. Second, the PSTs readily identified examples of students’ non-cognitive engagement or content-generic thinking in the videos. The PSTs tended to describe rather than activate their knowledge of student understanding to interpret the examples of students’ cognitive thinking identified in the videos. Third, the PSTs relied primarily on PK, not PCK, to suggest alternative instructional strategies/representations. Finally, the PSTs’ responses were seldom connected with emergent student thinking; instead, PSTs relied on PK rather than PCK in their on-the-fly teaching decisions. Conclusion The study delineated two forms of PSTs’ usable knowledge for teaching science and exemplified how video-based instruments can be used to systematically investigate teachers’ usable knowledge for teaching science.

The role of control in risk perception on rural roads

Risk perception plays an important role in driver behaviour, particularly for speed choice. Risk perception studies use a range of techniques from on-road data collection to ratings of still photos, however participants’ ratings differ depending on the study methodology, possibly due to their perception of control. To explore this we conducted a multiple methods study to investigate drivers’ perceptions of risk on rural roads. One group of participants drove (Drivers, n = 13) a 180 km route along rural roads (accompanied by a research assistant) and provided verbal risk ratings at thirteen locations of interest. A second group (Passengers, n = 10) provided ratings at the same points when travelling as a passenger in a vehicle (driven by a research assistant). The third group (Observers, n = 14) were shown videos of the same rural roads (filmed from the drivers’ perspective) and also provided risk ratings at the same locations. A week later participants were invited to the laboratory to review the video footage and comment on factors that contributed to the risk ratings. Overall, the Observers gave the highest risk ratings and Drivers the lowest. The Observers also provided twice the number of comments to justify their risk rating compared to the other two groups. The results suggest that control, and on-road experience play a significant role in how perceptions of driving risk are formed and the degree of risk experienced. These findings also bring into question the accuracy of using video-based tasks to assess drivers’ risk perception (and speed choice), particularly if the findings are used to inform on-road safety interventions.

Effects of interactive video annotations on students' browsing behavior and perceived workload

The use of video as instructional content has become popular in web-based learning environments. Even though video is an established media, the way users access and interact with video vary among systems and may influence how students experience and engage on courses. Previous studies have focused on analysing the effects on students' engagement, learning performance and interaction behavior of static features, such as the length of the video and the type of use (e.g. main or supplementary material), and also of interactive features, such as quizzes and annotations. Considering that there are fragments of a video lecture that may be of particular interest, in our study we analyzed the effects on interaction behavior and on students' perceived experience of providing an instructional video enriched with an interactive timeline highlighting points of interest. We offered a content test for a control group and an experimental group. In the former, participants used a video player with a conventional timeline. In the latter, participants used a video player with an additional interactive timeline indicating points of interest, corresponding to topic transitions in the lecture, which provided direct access to the point where a topic is introduced. Our findings indicate that the annotated interactive timeline affected students' behavior and improved their personal experience and efficiency in terms of interaction in video-based tasks. The experimental group significantly performed a lower number of clicks to find information and also reported diminished perceived workload scores when compared to the control group. Also, participants in the experimental group presented a more predictable and patterned search behavior than participants in the control group.

A Study on Mobile-assisted Vocabulary Learning With Dictionary-based, Corpus-based, and Video-based Tasks

A Study on Mobile-assisted Vocabulary Learning With Dictionary-based, Corpus-based, and Video-based Tasks

A Study on Mobile-assisted Vocabulary Learning With Dictionary-based, Corpus-based, and Video-based Tasks

The purpose of this study was to investigate the effectiveness of mobile-assisted vocabulary learning with three different tasks: dictionary-based, corpus-based, and video-based tasks. The experiment was administered in the spring semester of 2017. One hundred thirty-five Korean college students participated in the current study. Participants were randomly divided into three groups, dictionary group, corpus group, and video group, and performed different vocabulary tasks for homework. They studied 10 words per week. There were a total of 160 words for sixteen weeks. To assess vocabulary learning from the different tasks, pre- and post-tests were conducted before and after the experiment. A questionnaire survey was also performed to examine group differences in their attitudes and perceptions towards vocabulary learning. Paired samples t-tests as well as ANOVA and ANCOVA were administered. Major findings are as follows: First, participants in corpus and video groups increased their vocabulary gains. Group comparison results on the posttest also revealed no significant differences, indicating that three vocabulary tasks are equally beneficial for vocabulary learning. Lastly, attitudes and perceptions towards mobile-assisted learning positively observed. In particular, video-based vocabulary tasks appeared to provide the most interesting and motivating learning environments. The present study sheds new light on different types of mobile-assisted vocabulary tasks in EFL fields.

Approximating implicit and explicit mentalizing with two naturalistic video-based tasks in typical development and autism spectrum disorder.

Individuals with autism spectrum disorder (ASD) have been proposed to show greater impairments in implicit than explicit mentalizing. To test this proposition, we developed two comparable naturalistic tasks for a performance-based approximation of implicit and explicit mentalizing in 28 individuals with ASD and 23 matched typically developed (TD) participants. Although both tasks were sensitive to the social impairments of individuals with ASD, implicit mentalizing was not more dysfunctional than explicit mentalizing. In TD participants, performance on the tasks did not correlate with each other, whereas in individuals with ASD they were highly correlated. These findings suggest that implicit and explicit mentalizing processes are separable in typical development. In contrast, in individuals with ASD implicit and explicit mentalizing processes are similarly impaired and closely linked suggesting a lack of developmental specification of these processes in ASD.

Age Differences in Wisdom-Related Knowledge: Does the Age Relevance of the Task Matter?

Contrary to lay theories, past work does not suggest robust age differences in wisdom-related knowledge across the adult life span. This study investigated a potential moderator of age differences in wisdom-related knowledge: The age relevance of a given wisdom task. To test this moderator, 192 participants covering the adult life span were asked to think aloud about a traditional vignette-based wisdom task with no particular age relevance and about newly developed tasks of problems that arguably are particularly salient in young adulthood, namely, marital conflicts. These tasks were presented as vignette and as naturalistic video clips. Replicating earlier work, there were no linear age differences in wisdom-related knowledge as elicited by the traditional age-neutral wisdom task. However, both vignette-based and video-based tasks about marital conflict elicited greater wisdom-related knowledge in younger than in older adults. Young adults' greater actual experience and openness to marital conflict contributed to these age differences. This study provides evidence for the idea that age differences in wise reasoning about fundamental life issues depend on the relevance of age-normative problems in individuals' own lives. This suggests that any phase of life offers opportunities for the attainment of wisdom-related strengths as long as an individual is willing and able to actively engage in life's ongoing challenges.

Face puzzle—two new video-based tasks for measuring explicit and implicit aspects of facial emotion recognition

Recognizing others' emotional states is crucial for effective social interaction. While most facial emotion recognition tasks use explicit prompts that trigger consciously controlled processing, emotional faces are almost exclusively processed implicitly in real life. Recent attempts in social cognition suggest a dual process perspective, whereby explicit and implicit processes largely operate independently. However, due to differences in methodology the direct comparison of implicit and explicit social cognition has remained a challenge. Here, we introduce a new tool to comparably measure implicit and explicit processing aspects comprising basic and complex emotions in facial expressions. We developed two video-based tasks with similar answer formats to assess performance in respective facial emotion recognition processes: Face Puzzle, implicit and explicit. To assess the tasks' sensitivity to atypical social cognition and to infer interrelationship patterns between explicit and implicit processes in typical and atypical development, we included healthy adults (NT, n = 24) and adults with autism spectrum disorder (ASD, n = 24). Item analyses yielded good reliability of the new tasks. Group-specific results indicated sensitivity to subtle social impairments in high-functioning ASD. Correlation analyses with established implicit and explicit socio-cognitive measures were further in favor of the tasks' external validity. Between group comparisons provide first hints of differential relations between implicit and explicit aspects of facial emotion recognition processes in healthy compared to ASD participants. In addition, an increased magnitude of between group differences in the implicit task was found for a speed-accuracy composite measure. The new Face Puzzle tool thus provides two new tasks to separately assess explicit and implicit social functioning, for instance, to measure subtle impairments as well as potential improvements due to social cognitive interventions.

261 The influence of screen size on decision-making in video-based perceptual decision-making tasks

261 The influence of screen size on decision-making in video-based perceptual decision-making tasks

Individual differences in the use of depth cues: implications for computer- and video-based tasks

This paper reports an experimental study of individual differences in the performance of computer-simulated and ‘real world’ versions of an interactive depth perception task. The availability of depth cues (disparity, accommodation, luminance, and texture) was manipulated. Results indicate that ability to perceive depth using binocular cues is not associated with ability to perceive depth using monocular cues. Further, ability to integrate cues was a strong correlate of depth perception when multiple cues were available, and appeared more important in this respect than ability to use individual depth cues. Correlations between psychometric measures of fluid intelligence/spatial ability and depth perception were generally weak, but consistent with the broader pattern of results, suggesting that individual differences in depth perception should currently be regarded as ‘cue specific’. Hypothesized facilitative effects of paradoxical monocular stereopsis were not found.