Video Drama Research Articles

AI-enhanced video drama-making for improving writing and speaking skills of students learning English as a foreign language

ABSTRACT Advanced technologies, such as artificial intelligence (AI), have been used by teachers to enhance English as a Foreign Language (EFL) learning. However, few studies have employed AI in the making of video dramas to facilitate EFL learning. In this study, AI was used to recognize the authentic context of a drama and provide students with meaningful lexical resources, including vocabulary and sentence structures, to inspire them in their writing. Video-to-text recognition (VTR) and AI methods were used to develop an AI-enhanced video drama (AI-EVD) application for EFL learning, and its effectiveness for improving EFL writing and speaking was investigated by recruiting 77 university students in three groups: an experimental group (EG), which used the app, and control groups, which used the app without AI features (CG1) or participated in conventional learning (CG2). Learning achievement in the EG was significantly higher than that in CG1 or CG2. An analysis of the correlation between learning behavior and learning achievement showed that VTR-generated vocabulary, generative pretrained transformer (GPT)-generated sentences, and a pronunciation correction mechanism significantly improved the students’ performance. Further analysis with a stepwise multiple regression model revealed that the GPT-generated sentences feature was the learning behavior with the strongest effect on writing and speaking skills. Moreover, the AI-EVD application was perceived as being easy to use, helpful, and engaging according to the results of student questionnaires and interviews. Therefore, the AI-EVD application can motivate EFL students, enable them to produce meaningful video dramas, and improve their writing and speaking skills.

Advancing Indigenous African Values and Ethos for Film Directing and Production in Nollywood

For several decades, African film narratives and directorial approaches have been tailored towards the western modes of theoretical postulations and production patterns. This is due to the widely accepted conventional training modules and curricula which were and still are based on European ideas, values and styles, with little or no regard for the unique African theatrical and performative styles. This study, therefore, aims at investigating certain indigenous cultural and historical activities such as folktales, myths and legends that can provide raw materials for film and video drama in Africa; and thus serve as a basis for the evolution of new theoretical standpoints for producing works in the motion picture industry on the continent. Using the cultural norms and agenda-setting theories as frameworks, the study focuses on Nigeria, drawing relevant data from selected ethnic groups across the country, such as Yoruba, Igbo, Hausa/Fulani, Benin, etc. The study is expected to evolve relevant indigenous theories on African oral tradition, folktales, myths and legendsas parameters for creating and producing films and video works that are authentically African.

Analisis Kebutuhan Media Pembelajaran Video Drama Pada Kelas XI/F SMAN 7 Padang

This research is part of the research on the development of drama video learning media to train students' chronological thinking skills. This study aims to explain the results of the analysis stage of why video drama media is needed by educators and students in the history learning process at SMAN 7 Padang. This study uses a descriptive qualitative method by using interview and observation techniques to collect and obtain data. The results of this study are in the form of a description of the stage of analyzing the needs of media for learning drama video at XI/F at SMAN 7 Padang on the Padri War material.
 

Showing our story our way: exploring the learning processes of gender awareness videos in Papua New Guinea

ABSTRACT In Papua New Guinea (PNG), smallholder farmers, particularly women and girls, are the backbone of food production and food security; therefore, engaging these farmers in learning and development programs is key. We present and analyse a project that developed a story-telling digital video for farmers with low literacy as a learning tool in the sensitive area of gender equity. Although the video was a cross cultural collaboration between PNG and Australian team members, the PNG team took responsibility for the video’s vision, content, and process to ensure that the video resonated with the farmers’ local culture and context. As adult learners make meaning from their interactions in their own social world and that world is culturally, linguistically, and place-specific, we conclude that a locally created video drama featuring a PNG family can facilitate situated, affective, collective, and transformative learning.

Video Modelling, Drama Therapy and Self-help Skills of Pupils with Moderate Intellectual Disability in Lagos State, Nigeria

The study examined the effects of Video Modelling (VM) and Drama Therapy (DM) on self-help skills of pupils with moderate intellectual disability in Lagos State, Nigeria using parental involvement and age of entry to school as moderating variables. The study adopted a pretest-posttest control group quasi experimental design using a sample size of Seventy-five (75) participants purposively selected from three special primary schools in Lagos State, Nigeria. The instrument used for the study include Slosson intelligence test (r=0.91), Pervasive Developmental Disorder (PDD) adaptive Skills test (r=0.81), Self-help skills performance test (r=0.76) and parental involvement rating scale(r=0.92). The findings revealed that VM and DM are effective in the acquisition and enhancement of self-help skills of pupils with moderate intellectual disability, also age of entry to school had significant main effect on self-help skills acquisition while parental involvement have none. Based on the findings in the study, some recommendations were made which includes Special Educator, Care-givers and teachers can utilize VM and DT to improve self-help skills of pupils with moderate intellectual disability irrespective of their parental involvement. Pupils with moderate intellectual disability should be encouraged to enrol for formal education early, this implies that participants that entered school early were known to do better in their self-help skills than those that entered school late. Curriculum planners should incorporate VM and DT in the curriculum for teaching pupils with moderate intellectual disability self-help skills. Keywords : Self-help skills, Video modelling, Drama therapy, moderate intellectual disability DOI: 10.7176/JEP/12-9-05 Publication date: March 31 st 2021

VIDEO WEB DRAMA SERIES FOR COMBATING DISINFORMATION AN INNOVATION IN REACHING AND TEACHING AUDIENCE

Fighting disinformation through anti-hoax training has been successfully carried out all over Indonesia, following the massive anti-hoax campaign. However, the methods of training and teaching fact checking as the basics of the anti-hoax movement to reduce hoaxes and its harmful effects among the public need to be revised. In finding the solution, a new and innovative approach was launched. A web drama series in the form of videos depicting story in popular style was produced and screened in 56 workshops and uploaded in YouTube channel. Analyzing survey based pre-test and post-test questionnaires, toward 603 housewives and 809 young people who represented targets of the Stop Hoax Indonesia (SHI) project in 2019 resulted in some conclusions. For housewives, the web video drama series has added knowledge and motivates them to do fact checking. But for young people, though they show motivations to do fact checking, they weren’t able to discern material regarding the role of journalism as the important element of verifying information. These findings marked the importance of revising training materials using the web video drama to reach maximum effects on various targets. On the other hand, research results have reinforced the need to innovate teaching materials in order to enhance participants' experience in dealing with hoax or disinformation in real life. More videos packed with popular culture style are recommended.

Interrogating the justice system in a multi-ethnic state: a study of selected Yoruba video drama

Law is a major instrument of maintaining cohesion in any given society. Its formulation, codification or unification as well as interpretation are major factors in determining the credibility of the criminal justice system and the level of legal conformity. The letter and spirit of the law are defeated when its formation, modulations, interpretation and enforcement are not products of the history and cultural values of a people. The focus in this paper therefore is an examination of the administration of justice in Nigeria through a textual analysis of selected Nigerian Video Drama. How do these characters treat or respond to law? Do judicial or legal officers (lawyers, judges, police, and prison officials) conform to rules in the discharge of their duties? Is there any consciousness of legality in the text? These and other questions are answered in this paper. Combining the historical and realist theories, this paper affirmed that if the justice system of a nation does not grow from its cultural values and history, the level of compliance would be reduced. The paper also established that judicial officers’ ethical values would be grossly influenced and affected by a legal system that is not a product of national consciousness. The paper concluded that when a particular legal system within a multi-ethnic nation ignores its historic relevance, the law of that nation dies and the resulting consequence is legal anarchy.Keywords: Letter of Law, spirit of law, justice, video drama, realist

Increasing boys’ and girls’ intentions to avoid teenage pregnancy: a cluster randomised controlled feasibility trial of an interactive video drama-based intervention in post-primary schools in Northern Ireland

BackgroundAdolescent men have a vital yet neglected role in reducing unintended teenage pregnancy (UTP). There is a need for gender-sensitive educational interventions.ObjectivesTo determine the value and feasibility of conducting an effectiveness trial of theIf I Were JackRelationship and Sexuality Education (RSE) intervention in a convenience quota sample of post-primary schools in Northern Ireland. Secondary objectives were to assess acceptability to schools, pupils (male/female, aged 14–15 years) and parents/guardians; to identify optimal delivery structures and systems; to establish participation rates and reach, including equality of engagement of different socioeconomic and religious types; to assess trial recruitment and retention rates; to assess variation in normal RSE practice; to refine survey instruments; to assess differences in outcomes for male and female pupils; to identify potential effect sizes that might be detected in an effectiveness trial and estimate appropriate sample size for that trial; and to identify costs of delivery and pilot methods for assessing cost-effectiveness.DesignCluster randomised Phase II feasibility trial with an embedded process and economic evaluation.InterventionA teacher-delivered classroom-based RSE resource – an interactive video drama (IVD) with classroom materials, teacher training and an information session for parents – to immerse young people in a hypothetical scenario of Jack, a teenager whose girlfriend is unintentionally pregnant. It addresses gender inequalities in RSE by focusing on young men and is designed to increase intentions to avoid UTP by encouraging young people to delay sexual intercourse and to use contraception consistently in sexual relationships.Main outcome measuresAbstinence from sexual intercourse (delaying initiation of sex or returning to abstinence) or avoidance of unprotected sexual intercourse (consistent correct use of contraception). Secondary outcomes included Knowledge, Attitudes, Skills and Intentions.ResultsThe intervention proved acceptable to schools, pupils and parents, as evidenced through positive process evaluation. One minor refinement to the parental component was required, namely the replacement of the teacher-led face-to-face information session for parents by online videos designed to deliver the intervention to parents/guardians into their home. School recruitment was successful (target 25%, achieved 38%). No school dropped out. Pupil retention was successful (target 85%, achieved 93%). The between-group difference in incidence of unprotected sex of 1.3% (95% confidence interval 0.55% to 2.2%) by 9 months demonstrated an effect size consistent with those reported to have had meaningful impact on UTP rates (resulting in an achievable sample size of 66 schools at Phase III). Survey instruments showed high acceptability and reliability of measures (Cronbach’s alpha: 0.5–0.7). Economic evaluation at Phase III is feasible because it was possible to (1) identify costs of deliveringIf I Were Jack(mean cost per pupil, including training of teachers, was calculated as £13.66); and (2) develop a framework for assessing cost-effectiveness.ConclusionTrial methods were appropriate, and recruitment and retention of schools and pupils was satisfactory, successfully demonstrating all criteria for progression to a main trial. The perceived value of culture- and gender-sensitive public health interventions has been highlighted.Future workProgression to a Phase III effectiveness trial.Trial registrationCurrent Controlled Trials ISRCTN99459996.FundingThis project was funded by the NIHR Public Health Research programme and will be published in full inPublic Health Research; Vol. 5, No. 1. See the NIHR Journals Library website for further project information.

"If I Were Nick": Men's Responses to an Interactive Video Drama Series to Support Smoking Cessation.

BackgroundMen continue to smoke in greater numbers than women; however, few interventions have been developed and tested to support men’s cessation. Men tend to rely on quitting strategies associated with stereotypical manliness, such as willpower, stoicism, and independence, but they may lack the self-efficacy skills required to sustain a quit. In this paper, we describe the development of and reception to an interactive video drama (IVD) series, composed of 7 brief scenarios, to support and strengthen men’s smoking cessation efforts. The value of IVD in health promotion is predicated on the evidence that viewers engage with the material when they are presented characters with whom they can personally identify. The video dramatizes the challenges unfolding in the life of the main character, Nick, on the first day of his quit and models the skills necessary to embark upon a sustainable quit.ObjectiveThe objective was to describe men’s responses to the If I were Nick IVD series as part of a study of QuitNow Men, an innovative smoking cessation website designed for men. Specific objectives were to explore the resonance of the main character of the IVD series with end-users and explore men’s perceptions of the effectiveness of the IVD series for supporting their quit self-management.MethodsSeven brief IVD scenarios were developed, filmed with a professional actor, and uploaded to a new online smoking cessation website, QuitNow Men. A sample of 117 men who smoked were recruited into the study and provided baseline data prior to access to the QuitNow Men website for a 6-month period. During this time, 47 men chose to view the IVDs. Their responses to questions about the IVDs were collected in online surveys at 3-month and 6-month time points and analyzed using descriptive statistics.ResultsThe majority of participants indicated they related to the main character, Nick. Participants who “strongly agreed” they could relate to Nick perceived significantly higher levels of support from the IVDs than the “neutral” and “disagree” groups (P<.001, d=2.0, P<.001, d=3.1). The “agree” and “neutral” groups were significantly higher on rated support from the videos than the “disagree” (P<.001, d=2.2, P=.01, d=1.5). Participants’ perception of the main character was independent of participant age, education attainment, or previous quit attempts.ConclusionsThe findings suggest that IVD interventions may be an important addition to men’s smoking cessation programs. Given that the use of IVD scenarios in health promotion is in its infancy, the positive outcomes from this study signal the potential for IVD and warrant ongoing evaluation in smoking cessation and, more generally, men’s health promotion.

Participatory video drama research in transitional Vietnam: post-production narratives on marriage, parenting and social evils

Based on two years of participatory video drama (PVD) research with men and women in the city of Huế, this article explores perspectives on, and experiences of, socio-economic transition and its influence on domestic life in Vietnam. Through a combination of output analysis, group screening sessions and individual interviews, it concentrates on the themes of marriage, parenting and ‘social evils’ which emerged in the PVD. It demonstrates how familial tensions collectively identified in the workshop and told in a single video-narrative are complicated by the more nuanced discourses that emerge from co-produced analysis in the post-production period. These illuminate a greater plurality of voices towards the liberalisation of the Vietnamese economy and the new life choices that this brings.

The reception of Nigerian video drama in a multicultural female community in Botswana

This loosely ethnographic article analyzes the reception of Nigerian videos in a semi-domestic set-up in Gaborone, Botswana. It centres on video-viewing in the context of clients having hair plaited or styled by the author's wife. The sessions allowed for gate-keeping at the level of selection of videos and of informal critical commentary, although various levels of audience expertise contributed to the latter. The video reception is linked to the social conditions of the 'audience', many of whom were formal or informal, female economic migrants. This leads to a textual analysis of the videos with respect to genre, language, gender stereotyping, class analysis, ethnicity, modernity, consumerism and social exclusion. The video sessions provided a discursive space where Batswana and non-Batswana women could discuss, with relative freedom, important issues concerning various types of modern, urban identity.

Adolescent men’s attitudes and decision-making in relation to an unplanned pregnancy. Responses to an interactive video drama

This study confronts a gender bias in research on adolescent pregnancy by exploring adolescent men’s decisions relating to a hypothetical unplanned pregnancy. A cross-sectional survey was conducted with adolescent men ( N = 360) aged between 14 and 18 years attending schools in the Republic of Ireland. The study, the first of its kind in Europe, extends the small body of evidence on adolescent men and pregnancy decision-making by developing and examining reactions to an interactive video drama used in a comparable study in Australia. In addition, we tested a more comprehensive range of sociological and psychological determinants of adolescent men’s decisions regarding an unplanned pregnancy. Results showed that adolescent men were more likely to choose to keep the baby in preference to abortion or adoption. Adolescent men’s choice to continue the pregnancy (keep or adopt) in preference to abortion was significantly associated with anticipated feelings of regret in relation to abortion, perceived positive attitudes of own mother to keeping the baby and a feeling that a part of them might want a baby. Religiosity was also shown to underlie adolescent men’s views on the perceived consequences of an abortion in their lives.

Creating a space for young women's voices: using ‘participatory video drama’ in Uganda

This article draws upon research that explored the experiences of young women in relation to sexual health in Uganda with a view to enhancing gender-sensitive strategies. We have coined the phrase ‘participatory video drama’ to describe the exploratory methodology that the young women participants in our research used to present stories about their lives. The aim of this article is to suggest that ‘participatory video’ (PV) and ‘participatory video drama’ (PVD) are innovative methodological tools to utilise when working with participants who experience voicelessness in their everyday lives. We contribute to an emerging body of work around this methodology by suggesting that the process of PV provides a novel and engaging platform for participants to express their experiences. PVD further creates spaces for the performative exploration of embedded power relations and is therefore informative and has the potential to be transformatory and empowering.

The Director as Aesthetic Focus in Nigerian Video Drama: A Study of Selected Texts

The Director as Aesthetic Focus in Nigerian Video Drama: A Study of Selected Texts

Increased HIV disclosure three months after an online video intervention for men who have sex with men (MSM)

A behavioral intervention for men who have sex with men (MSM) was created for online delivery. The nine-minute video drama “The Morning After” (www.hivbigdeal.org) was designed to promote critical thinking about HIV risk. MSM were recruited for the evaluation through banner ads on a subscription-based gay sexual meeting web site. Participants viewed the intervention online and completed online behavioral questionnaires at enrollment and three month follow-up. Each participant served as his own control. No participant incentives were provided. Follow-up was completed by 522 (54%) of 971 eligible men. Men completing follow-up were similar to those who did not by age and prevalence of unprotected anal intercourse (UAI) but reported more lifetime sex partners. They also differed somewhat by race, education, and HIV testing. In the three months after the intervention, men were significantly more likely to disclose HIV status to partners (odds ratio [OR] = 3.37, p<0.001) and less likely to report a casual partner or UAI in their most recent sexual encounter than at baseline. Of 120 men HIV tested during follow-up, 17 (14%) reported being HIV seropositive. These findings show that MSM at high risk for HIV will participate in a brief online video intervention designed to engage critical thinking and that significant, self-reported increases in HIV disclosure and decreases in risk behavior occurred three months after MSM viewed the video.

Making a Greener Revolution: A Nutrient Delivery System for Food Production to Address Malnutrition through Crop Science

During the 1970s, the Green Revolution basically used dwarfing genes in wheat and rice that allowed greater water and fertilizer efficiency which dramatically increased the cereal productivity and thus, increased human caloric intake of the developing world. However, having met caloric intake, there is a need to address the issues of malnutrition through a holistic food production system. For example Ca-deficient induced rickets was found in 9% of children in SE Bangladesh, illustrating the failure of that food production system to address this vital nutrient, calcium. A clinical trial has shown a minimum of increase in calcium intake of 250 mg Ca per child per day was enough to prevent rickets. In Bangladesh, a consortium of universities and other medical institutions and the International Center for Wheat and Maize Improvement (CIMMYT) has developed strategies to infuse calcium within the food delivery system. For treatment of ricketic children, a strategy was developed to use live and video drama to create community awareness of the production and/or consumption of highcalicum crops/food and calcium supplement added to the cooking rice (in this case, highly edible CaCO3 readily available throughout the country). Though this represents a very specific case study, this is a useful example of how collaboration based around crop science can address the ‘hidden’ hunger of malnutrition throughout the world.

Developing and Testing Training Materials on Elder Abuse and Neglect for Nurse Aides

ABSTRACT The prevention of resident abuse and neglect is a critical concern for nursing homes. In this project, educational materials for paraprofessional nursing home workers were developed based on input from Hawaii's nurse aides. When asked about abuse, respondents were quick to report feeling abused themselves, by patients, patients' families, and supervisors. While expressing high regard for older adults and pride in their jobs, they noted that working conditions (e.g., short staffing) and lack of knowledge about managing conflict and difficult situations could lead to frustration. The stories of the paraprofessionals and their suggestions for managing stress “so we don't take it out on others” were incorporated into a 12-minute video drama and a 12-page booklet. These materials were tested among 105 nurse aides at seven workshops in Honolulu nursing homes. Participants gave the video, booklet, and interactive workshop high ratings and reported a significant increase in job satisfaction from pre-test to post-test.