Vlogs Research Articles

Video Blog (Vlog): Physical Learning Media Innovation examines creative Physical Education, Sports and Health learning

Students often need aid to gain information about physical education, sports, and health teachings presented in class and outside of class in a restricted period without opportunities for repeated conversations or thorough learning. Additionally, the effort of retaining previously taught knowledge may require support. Therefore, educators must apply efficient instruction that comes from creative teaching approaches. One of the achievements that has been made is the utilization of educational media. Using media or tools in physical education learning at school will assist in making the learning process more effective and efficient. This research explores the current literature on video blogs (vlogs) to facilitate teaching. This research adopts a systematic literature review (SLR) methodology. The data collection strategy entails gathering and analyzing papers about vlogs as a learning medium on a regular basis, published from 2013 to 2023. This research uses seven selected scientific articles, theses, and dissertations on "Physical Education, Sports, and Health" collected from well-known national journals or conferences. Data is obtained using the Publish or Perish program. Research demonstrates that introducing vlog media into the educational process can boost instructional efficacy and favorably influence student accomplishment. Therefore, vlogs can operate as an instructional medium to impart knowledge of physical education, sports, and health. This study presents a thorough analysis of the practicality of these findings for improving the teaching of physical education, sports, and health.

Video Blog (Vlog) English Learning Media Innovation explores creative English learning

Students frequently require assistance acquiring knowledge about English language learning delivered in class within a restricted timeframe, without the chance for repeated conversations or thorough study. Furthermore, the task of retaining previously taught content may require help. Thus, educators must implement efficient instruction that stems from innovative teaching methods. An accomplishment that has been made is the utilization of educational media. This study investigates the current body of literature on using video blogs (vlogs) to facilitate education. This study employs the methodology of systematic literature review (SLR). The data collection process involved systematically gathering and analyzing papers about vlogs as an instructional medium, published from 2013 to 2023. This study utilized a selection of eight scholarly articles, theses, and dissertations sourced from esteemed national journals or conferences. Data is gathered using the Publish or Perish tool. Research indicates that incorporating vlog media into the educational process might enhance instructional efficacy and positively affect student learning achievements. Hence, vlogs might serve as an instructional instrument for imparting English learning knowledge. This study offers a thorough examination of the feasibility of this invention for enhancing English language teaching.

Video Blog (Vlog): Media Innovation in Mathematics Learning explores creative mathematics learning

Students often need help acquiring information about mathematics delivered in class within a limited timeframe, without the opportunity for repeated discussions or comprehensive review. Additionally, retaining previously taught material might be challenging. Hence, educators must establish efficacious instruction that stems from pioneering pedagogy. One of the advancements is the utilization of educational media. This study examines the existing literature about using video blogs (vlogs) as a medium for educational purposes. This study employs the Systematic Literature Review (SLR) methodology. Data was gathered by systematically collecting and scrutinizing articles about vlogs as an educational medium published between 2013 and 2023. This research utilized eight papers, theses, and dissertations from reputable national journals or conferences. The materials were collected through the Publish or Perish tool. The research findings indicate that including vlog media in the learning process can enhance the efficacy of instruction and positively impact students' learning outcomes. Thus, vlogs can be utilized as an educational tool for mathematics instruction. The essay provides a comprehensive analysis of the practicality of this innovation in enhancing mathematics education.

About the manipulative influence of media information on modern youth

In the learning process today, media information is actively used - the media, the Internet, print media, cinema, radio, television and resources. It is known that during periods of instability and social conflicts, media information becomes a source of unreliable, fabricated and (or) incomplete information. Thus, it can not only mislead young people, but also turn into a tool for deliberate manipulation of the younger generation. Based on an analysis of research by domestic and foreign scientists, the authors characterize media information resources and common techniques that are used in the media as a tool of manipulative influence on students. An anonymous survey conducted among 1st–4th year students of the Federal State Budgetary Educational Institution of Higher Education «North Ossetian State University named after K.L. Khetagurov» allowed us to identify the most common media sources. Among traditional media sources are the Internet and television, and among new media are social networks, telegram channels, video blogs - blogs - websites, etc.). In a conversation with students of the psychological, pedagogical and mathematical faculties, it was revealed that, using a huge news flow, students are not ready to competently verify and select information, recognize truth and misinformation, and check false information. In this regard, according to the authors, it is necessary to develop educational programs that promote the formation of media competence of young people, and serious work is needed to prevent dangerous manipulations in the student environment.

Preparing potential teachers of the English and Korean languages (on the example of tropes and figures of speech in beauty blogs)

Relevance. The training program for foreign language teachers is represented by a number of disciplines, among which �Linguistic analysis of text� occupies a special place. This question is relevant, since more and more attention is paid to studying video blogs� language and various means of its creation. In this work authors have attempted to consider ways of preparing potential teachers to analyse specific features use of tropes and figures of speech in video beauty blogs� language.Purpose. The aims of the research are: to develop foreign language teacher�s skills; to classify and define tropes and figures of speech as a significant component of video-blogs� language; to describe specifics of tropes and figures of speech use in video-blogs� language on the example of beauty blogs.Methodology. Various research methods were used: descriptive-analytical method, method of comparison, observation and modelling method, transformation techniques, linguistic experiment and quantitative assessment. The main research method is the method of linguistic observation and description of specific linguistic facts in order to obtain generalized data. The material for the research was video content of beauty video-blogs.Results. The results show how students, using example from video beauty blogs, analysed possibilities of tropes and figures of speech, highlighted the features of beauty blog�s speech design, compared frequency tropes and figures of speech use, considered corresponding examples.Conclusions. Its practical significance for a foreign language teacher�s professional activity lies in understanding the world of texts and transferring this knowledge to their pupils.

COMMUNICATIVE AND PRAGMATIC PARAMETERS OF A SCIENTIFIC VIDEO BLOG AS INTERNET DISCOURSE GENRE

Scientific video blogs (vlogs) are quickly developing online platforms for sharing scientific information as video content and covering a wide range of scientific topics for disseminating scientific information to a broad auditorium. In this paper the communicative and pragmatic parameters of a scientific video blog as an internet discourse genre are studied; the characteristics and features of scientific video blogs as well as their contribution to online communication are analysed. One of the key features of scientific video blogs discussed in the paper is the use of visual presentations for sharing complex scientific concepts through images, graphs, animations, demonstrations, etc. in a visually attractive manner, which increases the overall understanding and engagement of the audience. The linguistic parameters of vloggers’ verbal delivery play an important role in delivering scientific information effectively. They should use clear and persuasive language, avoiding jargon and difficult technical terms that may hinder comprehension and provide conversational and informal language style, making the content more accessible to viewers of various backgrounds. The interactive approach creates a sense of community and permits to exchange the ideas and knowledge. Scientific video blogs aim to bridge the gap between scientific research and the general public, making complex concepts more understandable and relatable for the diverse target audience, for which vloggers should tailor their content, using relatable examples, analogies, and storytelling techniques to enhance comprehension. Scientific video blogs have appeared as a popular genre of internet discourse, offering a unique and engaging platform for the dissemination and popularization of scientific knowledge. By creating visual presentations, using clear verbal delivery, and interactive elements, vloggers effectively communicate complex scientific concepts to a diverse audience. The communicative and pragmatic parameters of purpose, target audience, and credibility further contribute to the success and impact of scientific video blogs and are the subjects of further linguistic research.

"You're Not Alone": How Adolescents Share Dysmenorrhea Experiences Through Vlogs.

Many adolescents experience severe pain during menstruation, yet their attempts to receive medical attention to alleviate or manage this pain are often met with dismissal or disbelief. In light of these barriers to care, many adolescents turn to social media to share their experiences with menstruation and pain, as well as hear from other members of their community. In this study, we investigated how adolescents present their experiences with menstruation in vlogs (or "video blogs"). Using critical qualitative methods and a four-column analysis structure, we transcribed and thematically analyzed the audio and video content of 17 YouTube vlogs wherein adolescents described their experiences with menstrual pain. We found that stylistically, the vloggers modulated between a polished documentary style and an intimate storytime style of video production. We additionally found that vloggers spoke about their menstrual pain experiences from three perspectives: as a Patient managing and diagnosing physical symptoms, as a Self considering how the pain affects their life and ambitions, and as a Teacher educating their audience. Considering both the visual and audio data, we discuss how healthcare providers can use these findings to inform their approach to discussing menstrual pain with adolescents. We further discuss possible future directions for research into health story sharing on social media.

Instant Video Blogging as a Tool for Students to Unveil Academic Emotions in Learning Situations

Recognizing students’ learning-related emotions and taking them into consideration are important pedagogical tools for teachers. Taking students’ views into account promotes their participation. In this study, instant video blogging (IVB) is used to collect primary school students’ first-hand accounts of their emotions in learning situations. Through an experience sampling method (ESM), 22 Finnish sixth-grade students (12–13 years old) took part in IVB nine times during this study. The verbal expressions of students were analyzed to investigate students’ emotional experiences throughout the teaching sequence. The IVB method offered direct insight into how all students experienced teaching sequences. Compared to teacher observations, IVB offers a more diverse view into students’ experiences. This information can be employed when educating future teachers, and developing instructional methods. Further, offering students the opportunity to express themselves is the first step in supporting their participation.

Video blogging unveils co-occurrence of academic emotions and different learning situations

ABSTRACT This study introduces instant video blogging (IVB) as an experience sampling method (ESM) to collect primary school students’ reports about their academic emotions in learning situations. Twenty-four Finnish fourth grade students (aged 10–11 years) participated in 11 measurement situations that took place within varied learning situations and environments. Students reported on their activity, learning environment and emotions. The co-occurrence network analysis revealed that the ‘non-autonomous situations’ with mainly passivating and negative emotions occurred during lessons. In the ‘structured activities’ situations, students experienced both positive and negative activating academic emotions. The ‘exceptional situations,’ evoked positive and negative emotions. This information can be employed when considering the means to support students’ positive learning-related emotions, educating future teachers and developing instructional methods.

THE USE OF DIGITAL VLOG MEDIA TO IMPROVE SPEAKING SKILLS

The rapid development of digital technology today requires all parties to participate in developing themselves and following the flow by utilizing the results of technology in all activities. The impact of this technological development also impacts the learning process in schools, where the educators must be able to carry out various innovations and creativity so that the learning process is always relevant to the existing developments. One of the innovations and creative things that educators can do is use digital technology as a learning medium. Learning media in the form of digital technology can be a special attraction for providing enthusiasm for learning to students. One of the results of the development of digital technology that can be used as a fun learning medium is a video blog, or Vlog. A vlog is a video and web-based communication and information medium that combines creativity, information, and entertainment in one work. This paper tries to reveal how Vlogs can be used as an effective and fun learning medium to increase students' interest in learning. By mastering digital technology and implementing it through fun learning media, it is expected to improve the quality of learning. The implications of the research are also discussed.

Journey mapping long COVID: Agency and social support for long-hauling

Long COVID, also known as Post COVID-19 condition, is defined by the WHO as the continuation or development of new symptoms three months after the initial SARS-CoV-2 infection, with these symptoms lasting for at least two months with no other explanation. Despite many studies examining the causes and mechanisms of this disease, fewer studies have sought to understand the experience of those suffering from long COVID, or “long-haulers,” This study contributes to the understanding of long-haulers (N = 14) by examining the role of agency and social support in shaping their journeys with long COVID. Drawing on a combination of interviews, questionnaires, and video diaries over a three-month period, journey mapping was used to document the participants' experiences, including symptoms, coping strategies, and lifestyle changes. Analysis of these journey maps resulted in a framework with four clusters demonstrating the importance of social support and patient agency shaping participants’ Long COVID trajectory; the study contributes valuable insights into the daily lives and challenges individuals face with long COVID, informing the development of targeted support programs.

Exploring Collective Experiences: Menstruation-related Memes and Menstrual Narratives in Social Media as an Avant-garde Form of Life Writing

The increasing prominence of social media as a platform for collective expression has facilitated the sharing of diverse experiences, including emotions, challenges, and circumstances, within distinct social groups. Notable hashtag campaigns such as #Metoo, #HappytoBleed, #TimesUp, #HeForShe, #EverydaySexism, and #IWillGoOut exemplify this trend, as they address pertinent issues concerning women’s rights and gender equality. In this context, menstruation narratives, communicated through various mediums such as stories, oral traditions, myths, and videos, are significant in conveying the collective experiences of menstruating individuals, and fostering camaraderie and support among those who share similar encounters. The advent and widespread utilization of social media platforms, including Facebook, Instagram, and YouTube, have provided menstruating individuals with an accessible avenue to share their experiences, concerns, struggles, and anxieties through diverse content formats, such as written posts, images, video blogs, and memes. Notably, memes have emerged as a particularly popular medium for articulating collective life experiences, encompassing the sphere of menstruation. Widely disseminated on social media, these memes have become influential tools for communication, encapsulating shared sentiments in a visually engaging and often humorous manner. Against this backdrop, this research paper scrutinizes social media’s emergence as a novel platform for collective life expressions, with a specific focus on menstrual memes. It delves into the realm of life writing, exploring the varied ways in which menstruating individuals utilize social media to articulate their experiences. Additionally, it sheds light on the significant communicative potential of memes on menstruation, exemplifying their capacity to foster meaningful dialogues and challenge the societal stigma surrounding this natural phenomenon.

EFL Apps Potential Unleashed: Enhancing Pre-service Teachers' Digital Literacy via Tech-Vlog

The aim of this research is to find out how effective English as a Foreign Language (EFL) technology video blogs are as a means of improving Digital Literacy (DL) before EFL services. This research uses sequential explanatory mixed methods, as well as a research design designed as survey and descriptive. Forty-three students in the English department of a state university in West Nusa Tenggara, Indonesia, took microteaching and technology-enhanced language learning (TELL) classes. Qualitative data was obtained from interviews and reflective journals, while quantitative data was obtained from digital literacy questionnaires. These results suggest that the technology video blog platform had a positive effect on participants' confidence in incorporating technology into their future classrooms. Participants reported that they had better skills in choosing the right apps, creating interactive activities, and encouraging students to become more digitally literate. This research found that technology video blog platforms are a promising tool for improving EFL pre-service teachers' digital literacy. These results emphasize how important it is to combine reflective practice and experiential learning to help pre-service teachers use EFL teaching applications effectively. These results will have an impact on teacher education programs because they will help future educators acquire the digital skills necessary to thrive in a technologically driven educational environment.

The politics of student belonging: identity and purpose

ABSTRACT Belonging is considered to be a positive foundation for students’ well-being and success at university; however, in this article, we argue that it is time to think about belonging more critically. This research highlights how students experience and create multiple belongings. Drawing upon empirical data from interviews and video blogs with students in the UK and Australia, we identify how calls for integrated, uniform, approaches to building belonging in universities are unhelpful. Instead, we foreground the situated and political ways in which students make and curate meaningful and purposeful connections and safe spaces. Our research points to the personalised nature of belonging. We show how individual learners often enact belonging in ways that disrupt or challenge institutional assumptions and expectations. We advocate for critical discussions between staff and students related to the affordances of embracing the multiple ways students choose to belong, at different times and in different spaces.

Features and types of self-presentations in educational video blogging

The rapidly developing video blogosphere attracts a diverse audience, including children and young people. The latter consume both entertaining and educational content. The Covid-19 pandemic has contributed to the increased digitalization of education, as well as the development of educational video blogging. The purpose of our study is to analyze the self-presentations of educational video bloggers and their typology. Empirical research materials are represented by texts of expert interviews with teacher-bloggers (N = 10) and focus groups with schoolchildren (N = 69), as well as direct videos posted on the channels of 48 educational bloggers (240 in total). Analysis of the video, accompanied by the study of scientific literature and expert statements, made it possible to identify two main and four additional types of self-presentation of educational video bloggers – «expert», «practitioner», “entrepreneur”, “creative type”, “insider”, “experimenter”. Among the criteria for identifying these types: emotional techniques; use of teaching tools and techniques, including technical ones; linguistic means; expression of one's own position; dialogical; background design, choice of clothing, etc. The description of each type of self-presentation is accompanied by examples from selected cases of English-speaking and Russian-speaking educational bloggers. Typology can be used both for self-reflection by the authors of educational channels and for research in this area. Subsequently, the typology will be verified using the factor analysis method on the described sample of 240 educational videos.

Agentic interplay between hybridity and liminality in contemporary boundary work

AbstractThere is no doubt that digital technologies have an impact on boundary work, that is, the practices individuals develop to work up boundaries between ‘work’ and ‘life’. However, related research is still dominated by the integration–segmentation framework which may restrict our understanding of contemporary practice. To address this limitation, we use the concepts of hybridity (fusion) and liminality (in‐betweenness) in combination to explore how their interplay may promote more nuanced accounts of how individuals work up their boundaries in contemporary everyday life. Our analysis of video diaries and follow‐up interviews undertaken by 30 UK‐based workers reveals an ‘agentic interplay’ of hybridity and liminality that is understood as an ongoing dynamic practice, sometimes enabling and sometimes undermining desired boundary work outcomes. We make three contributions, collectively offering a critical advancement in the work–life debate and the hybridity and liminality literatures: (a) further developing an understanding of boundary work as situated, creative and dynamic; (b) unpacking the agentic potential of the ‘black box’ of the hybridity–liminality interplay; and (c) expanding current understandings and applications of the concepts of hybridity and liminality.

Взаимосвязанное развитие всех видов речевой деятельности иностранных студентов вуза на занятиях по русскому языку как иностранному посредством работы с видеоблогом (уровень В1-В2)

The aim of the research is to elaborate a technology for the development of all types of speech activities in Russian for foreign students at the university, using video blogging as a material. The paper reveals the linguodidactic potential of video blogging, identifies the principles and criteria for selecting video materials for viewing and describes the course of action when working with video blogging in Russian as a foreign language classes. The novelty of the research lies in the following: 1) the criteria for selecting video blogs for viewing in Russian as a foreign language classes have been formulated; 2) the traditional three-part scheme of working with video materials is supplemented with an orientation stage; 3) the leading principle of the proposed technology is the interconnected development of listening, speaking, reading and writing skills based on video blogging materials. As a result of the research, the technology for working with video blogging in classes has been created, allowing for the development of all types of speech activities for foreign students using general materials. The author provides an example of a lesson based on a video by the blogger V. Vishnevsky, which concludes the study of the topic “Man and nature” by foreign students – future linguists (level B1-B2).

A feature-based restoration dynamic interaction network for multimodal sentiment analysis

Multimodal sentiment analysis aims to infer the sentiment of video bloggers from the features of multiple input modalities. However, there are problems such as signal noise and signal loss in the input phase and inefficient utilization of features in the modality fusion phase. To address these issues, this study proposes a feature-based restoration dynamic interaction network for multimodal sentiment analysis. Firstly, the idea of resampler and integration is employed to enhance visual and textual features during the input phase. Secondly, in the modal interaction phase, a dynamic routing network is employed. The network is centered on text modality and dynamically fuses visual and audio features. Finally, in the classification phase, multimodal representations are united to provide guidance for multimodal sentiment analysis. This study conducted experiments on the datasets MOSI, MOSEI and UR-FUNNY, which have 2199, 22856 and 16514 video segments respectively. The results show that the proposed method achieves an average improvement of about 1 point for three metrics on MOSI and 0.5 points for individual metrics on MOSEI compared to the state-of-the-art methods. Compared to other methods, the proposed approach achieve about 1 point improvement for individual metrics on UR-FUNNY dataset.

A part of the problem

In recent years, ordinary individuals with diverse health conditions have increasingly turned to social media platforms to share their experiences with illness. This trend has raised concerns regarding the informational value of these expressions, as well as the motivations behind them and their impact on viewers. This article is a critical examination of the textual characteristics and potential appeal of YouTube videos about depression uploaded by young Norwegian women who have personally experienced the disease. The discussion is grounded in a multimodal analysis of six videos. Utilizing Norman Fairclough’s concept of media discourse, the article explores three dimensions of these video blogs (vlogs): the representation of depression, their interaction with viewers and the identities of the vloggers. The analysis reveals that the vloggers do not disseminate misinformation about the symptoms of depression. Their statements align with clinical discourse. However, they remain vague about the disease’s underlying causes and do not reflect upon how social structures might influence their mental life. The relationship between the vloggers and their audience is characterized by intimacy and mutual support. Regarding their identities, the vloggers present themselves as nurturing women who aim to combat stigma and assist viewers in overcoming their mental challenges. However, their personas are not strictly maternal; rather, they exude a more glamorous appearance with makeup and long eyelashes. As potential role models for their audience, they inadvertently contribute to the societal pressure of maintaining a flawless image, a pressure that has intensified in the era of social media. Notably, research consistently indicates that young women often grapple with negative body image, which frequently intersects with depression. In other words, the depression vlogs are potentially part of the problem they try to solve.

Risk-Generating aspect of public history in digital environment (on the example of Russian video blogging in the 2020s)

The article contains materials of a sociological study of public history sociocultural practices in social media. Based on the analysis of data from in-depth interviews with experts in the field of media history (N = 60) conducted in 2022-2023, a classification of the main risks that a historian faces on the Web has been compiled. The concept of digital capital was used as a theoretical framework, considering it as a relevant component of cultural, symbolic, and social types of capital. Digital transformation of society, including education system, is a factor in digitalization and democratization of knowledge. In this process, academic communities, commercial projects, initiative groups, and individual citizens face a number of risks associated with acquisition and realization of their capitals. The analysis of the research results allowed us to conclude that the relevant sources of risks are the communicative and financial side of activity. The issue of confrontation between academic community and digital popularizers of history remains debatable, as experts point out the danger of deprofessionalization in case of excessive audience orientation. Since riskiness goes hand in hand with societal instability, uncertainty, and hypervariability, political and corporate suppression of certain discourses and dynamic development of information and communication technologies have been highlighted as risks. The latter creates both risks and potential for public history development, historians mastering a new set of competences and obtaining differentiated sources of income. In this process, intangible capital is converted into material capital, actualizing the financial side of practices.