Video Editing Program Research Articles

자막 수정 활동이 학습자의 영어 독해 성취도에 미치는 영향

Objectives The aim of this study was to examine the effect of subtitle correction activities on learners' reading achievement, analyze learners' attitudes and reactions to learner participation activity, and identify areas to consider when using subtitle correction activities in EFL classes.
 Methods This study attempted to propose a subtitle correction activity as a learner participation activity in English reading classes, using movies, and presented a class procedure to which this was applied. This study used the Disney animation, Frozen 2, as a textbook and Movavi Video Suite, a video editing program, to edit the subtitles.
 Results This study conducted two reading achievement tests and an open-ended survey for evaluation. The reading achievement tests indicated that the subtitle correction activities affected learners positively, and the open-ended survey showed that learners were generally satisfied with the subtitle correction activities that encouraged participation in learning (75.4%). This high level of satisfaction is attributable to how the subtitle correction activities aroused interest and fun in the class, encouraged direct participation, and helped boost reading comprehension learning and group activities.
 Conclusions Instructors need to encourage learners to approach the use of movies in reading classes critically, without passively accepting the meaning of subtitles.

Detection of Double-Compressed Videos Using Descriptors of Video Encoders

In digital forensics, video becomes important evidence in an accident or a crime. However, video editing programs are easily available in the market, and even non-experts can delete or modify a section of an evidence video that contains adverse evidence. The tampered video is compressed again and stored. Therefore, detecting a double-compressed video is one of the important methods in the field of digital video tampering detection. In this paper, we present a new approach to detecting a double-compressed video using the proposed descriptors of video encoders. The implementation of real-time video encoders is so complex that manufacturers should develop hardware video encoders considering a trade-off between complexity and performance. According to our observation, hardware video encoders practically do not use all possible encoding modes defined in the video coding standard but only a subset of the encoding modes. The proposed method defines this subset of encoding modes as the descriptor of the video encoder. If a video is double-compressed, the descriptor of the double-compressed video is changed to the descriptor of the video encoder used for double-compression. Therefore, the proposed method detects the double-compressed video by checking whether the descriptor of the test video is changed or not. In our experiments, we show descriptors of various H.264 and High-Efficiency Video Coding (HEVC) video encoders and demonstrate that our proposed method successfully detects double-compressed videos in most cases.

Targeting Creativity Through a Learner-Generated Digital Storytelling Project

One of the most emphasized skills for social, educational and workplace settings is creativity in the present decade. This study aims to understand whether a collaborative digital storytelling production project improves the creativity of undergraduate students. 109 students engaged in group work and employed a range of digital tools (i.e. wikis, storyboard creation tools, video editing programs) for creating digital stories about the 21stcentury problems they think relevant. Students were able to review and comment on each other’s scenarios and pres ent their digital stories to their classmates at the end of the project. The adapted version of ‘How Creative Are You?’ scale (Whetten & Cameron, 2011) was used for measuring the students’ creativity scores before and after the implementation. Whereas resu lts indicated that creativity scores were increased by the digital storytelling production project, this effect was not significant. However, observation of the production process revealed some components of creative thinking skills of students.

Producing professionalization: analyzing the discourse of Adobe Premiere’s Learn More tools in shaping student practices

ABSTRACT As a supplement to its popular video editing program Premiere Pro, Adobe now automatically directs new users to its series Learn More tutorials. This move to have the tool teach itself not only has the potential to sideline in-person instructors, but, under the guise of ‘neutral’ technology, naturalizes the professionalization discourse in video production pedagogy. This discourse emphasizes technical, ‘job-ready’ skill building to the exclusion of critically-minded production activities aimed at analyzing texts or challenging hegemonic representations through alternate production. Via a walkthrough analysis, I track how the Learn More tutorials reproduce the professionalism discourse by navigating users toward specific production practices and outputs. Lessons on Premiere functions including color correction, sequencing, audio mixing tools consistently foreground a technical, ‘how-to’ approach to video production, ignoring valuable ‘why’ questions of meaning and representation. I conclude by calling for media production educators to interrogate seemingly neutral technologies like the Learn More tutorials. By locating these sites of reproduction and understanding the means through which they reproduce the professionalism discourse, instructors can work to negotiate or challenge production tools to better allow critically-oriented media production approaches to take root.

인공지능에 대한 사용자 관점의 이해와 이를 응용한 이미지 효과 및 영상 편집 프로그램에 대한 고찰

2016년 알파고의 바둑 대국은 일반인도 인공지능이라는 단어를 인식하는 계기가 되었다. 인공지능은 애니메이션의 소재이기도 하지만 이미 생활 속에서 다양하게 사용 중이다. 어도비 포토샵은 2014년부터 머신러닝을 적용한 기능을 추가하였으며 현재는 이미지 합성과 영상 편집을 비롯한 다양한 분야에서 머신러닝을 적용한 소프트웨어들이 출시되고 있다. 오늘날 애니메이션 제작 공정은 거의 모든 과정에서 컴퓨터를 사용하므로 개발자 측면이 아닌 사용자 측면에서 인공지능의 개념을 이해하고 이를 활용한 소프트웨어의 기능이 어떤 것들이 있는지 살피고 정리해야할 필요성을 느꼈다. 이에 연구자는 인공지능에 대하여 직접 만든 이미지와 개념도를 활용하여 일반인 수준에서 이해할 수 있도록 기초적인 내용을 정리하고 어떻게 소프트웨어에 적용되는지 고찰하였다.BR 연구 결과 이미지 합성 분야에서 어도비 포토샵은 AI기능을 사용한 여러소프트웨어의 기능을 대부분 포함하고 있었으나 영상 편집 분야에서 프리미어는 아직 다른 AI기반 영상편집 프로그램들과는 전혀 다른 기능을 볼 수 있다. 이는 여러 AI기반 영상편집 프로그램들이 텍스트나 음악에 맞추어 영상을 선별하여 일반인들이 쉽게 만드는 것을 목적으로 하는 것과 달리 프리미어는 범용 툴로서 전문적인 영상 편집과 이미지 보정이 목적이기 때문이다.BR 애니메이션은 청소년들과 젊은이들이 좋아하는 매력적인 영상물이자 빠른 시대를 그려 내는 창의적인 텍스트로서 애니메이션 종사자들은 열린 마음으로 새로움을 줄 수 모든 것을 기획에서부터 제작 전반에 적용하고자 노력하는 자세를 가져야 한다. 앞으로 AI를 기반으로 쉽고 재미있게 창작을 할 수 있는 어플리케이션이나 플랫폼이 더 많이 등장할 것으로 예상한다. 그러므로 지금까지 애니메이션 제작에서 스토리텔링 영상 콘텐츠를 목표로 하였다면 앞으로는 기획능력과 제작기술을 바탕으로 머신러닝 개발자들과 함께 퍼즐형 스토리 창작이나 템플릿을 이용한 캐릭터 애니메이션과 같이 누구나 쉽게 즐길 수 있는 창작도구 형태의 콘텐츠를 개발하는 것과 같이 더 넓은 시야를 가질 필요가 있다. 이러한 새로운 작업을 할 수 있는 기본 지식을 가르치고 배우는데 본 연구내용이 도움이 되기를 기대한다.

The unmaking of Video Symphony: personal ethics, business decisions, and management practices

Synopsis In the 1990s, Mike Flanagan foresaw video moving from analog to digital and developed an equipment rental business to meet the needs of the entertainment/media production industry. By 1996 he established a second company to offer training in the use of Avid, a digital video-editing program. Flanagan sold the rental business in 1998 and by 2002 expanded the training away from a business model to a full-fledged college business model. By 2014 what started as a successful training program developed into a negative interaction with the US Department of Education and Flanagan found himself being forced out of business. Research methodology This case was originally a client-based project conducted real time in an MBA-level marketing course at the Graziadio School of Business and Management at Pepperdine University. Relevant courses and levels The case is well suited for a variety of business and law courses that integrate ethical decision making in their curriculum at the undergraduate and graduate levels. The case allows for a greater understanding of the implications of managerial behavior tied to ethical beliefs and the possible outcomes that may result. It also allows for a stronger grasp of the integral nature of management, staff, consumers and outside organizations on the pervasive impact of non-ethical behavior. Last, this case creates a framework for students to assess how ethics influence managerial behavior that will affect an organization’s success. Theoretical bases What ethical duties and obligations does a business owe to its customers and other stakeholders? Is ignorance an excuse for failing to meet those ethical obligations?

Can running kinetics be modified using a barefoot training program?

IntroductionThere is limited information about barefoot transition programs and this study will help to increase knowledge about this growing trend. The purpose of this study was, therefore, to determine the effect of a twelve-week barefoot training program on kinematic variables in long-distance runners. Materials and methodsA total of 32 well-trained, habitually shod, long-distance runners, randomized in a control group and an experimental group who undertook a barefoot training program. At pre-test and post-test, all participants, wearing their usual sneakers, performed running tests at self-selected recovery and competitive running speeds on a treadmill. Both conditions were recorded with a 240Hz video rate system and analyzed using a 2-D video editing program using photogrammetric techniques. Contact time, flight time, step duration and cadence were measured using an analysis of variance (ANOVA) with repeated measures was performed. ResultsIn posttest, only the duration of landing phase at high speed showed significant difference, the experimental group achieved a shorter time than the control group after the barefoot training program (0.032±0.007s vs. 0.038±0.006s). In relation to within-group differences, the control group showed an increase of duration of stance phase at low speed (Δ=0.014s, p=0.024) and a reduction of flight time at high speed (Δ=−0.014s, p=0.034). Moreover, the experimental group achieved a reduction of duration of landing phase at high speed (Δ=−0.008s, p=0.004). ConclusionsA twelve-week program of barefoot running changes the duration of the landing phase at high speed, being shorter in long-distance runners. In contrast, the runners who did not undertake the training showed an increase of duration of stance phase at low speed.

Electronic whiteboard‐style instructional videos on the cheap (720.4)

Instructional videos are an increasingly popular format for delivering content to students. Although there are a variety of medical subjects available, we found that few existing videos were relevant or appropriate for teaching first‐year medical students. Moreover, we wanted our own institution to be well represented in any collection of videos that we recommended to our class. Among various presentation strategies that we explored, the electronic whiteboard‐style video popularized by the Khan Academy is a good match for material that our faculty might traditionally present by freehand drawing on the blackboard, such as simple diagrams or the derivation of equations. We found that we could develop such videos by taking advantage of relatively‐inexpensive hardware and software. Each video was planned using traditional storyboarding techniques and storyboard templates available for free online. We then recorded the narration digitally using inexpensive headsets and free software such as Audacity. With the recorded narration and storyboard as a guide, video of the drawings was recorded using digital tablets, drawing software such as Paint or SmoothDraw, and screen‐capture utilities such as Expression Encoder or Screenr. The hardware and software were inexpensive, often already in use by faculty, or were freely‐available for download. Finally, modestly‐priced video editing programs such as Camtasia Studio or CyberLink PowerDirector were used to join the captured drawings and audio into a single video, which could then be posted to a learning management system for streaming to students. Our assessment strategy consists of comparisons of examination performance on concepts covered in these videos with previous years that covered the same material in traditional lecture or small group. These comparisons are supplemented with pre‐ and post‐instruction surveys of student opinion on the effectiveness of the videos in improving their studies and interviews with participating faculty.

Consumer-based technology for distribution of surgical videos for objective evaluation

The Global Operative Assessment of Laparoscopic Skill (GOALS) is one validated metric utilized to grade laparoscopic skills and has been utilized to score recorded operative videos. To facilitate easier viewing of these recorded videos, we are developing novel techniques to enable surgeons to view these videos. The objective of this study is to determine the feasibility of utilizing widespread current consumer-based technology to assist in distributing appropriate videos for objective evaluation. Videos from residents were recorded via a direct connection from the camera processor via an S-video output via a cable into a hub to connect to a standard laptop computer via a universal serial bus (USB) port. A standard consumer-based video editing program was utilized to capture the video and record in appropriate format. We utilized mp4 format, and depending on the size of the file, the videos were scaled down (compressed), their format changed (using a standard video editing program), or sliced into multiple videos. Standard available consumer-based programs were utilized to convert the video into a more appropriate format for handheld personal digital assistants. In addition, the videos were uploaded to a social networking website and video sharing websites. Recorded cases of laparoscopic cholecystectomy in a porcine model were utilized. Compression was required for all formats. All formats were accessed from home computers, work computers, and iPhones without difficulty. Qualitative analyses by four surgeons demonstrated appropriate quality to grade for these formats. Our preliminary results show promise that, utilizing consumer-based technology, videos can be easily distributed to surgeons to grade via GOALS via various methods. Easy accessibility may help make evaluation of resident videos less complicated and cumbersome.

You Tube As A Learning Tool

This paper expands upon previous research conducted on the effectiveness of implementing Microsoft MovieMaker (a digital video editing program) into the classroom. Sixty-one graduate and twenty undergraduate students from King’s College and Rowan University took part in this study. Using the MovieMaker software to design student created tutorials on material learned in class, participants uploaded finished movie tutorials to the Internet-based website “You Tube” with the goal of providing classmates with a distance education learning program. With the ability to create and upload coursework using graphics and animation, new opportunities exist for teachers and trainers to expand their teaching methodologies while catering to a variety of learning styles. The purpose of this study was to investigate student perceptions of the effectiveness of the You Tube tutorial project on their learning so that a future educational workshop to teach the basics of creating and uploading student video tutorials may be implemented. A survey containing both quantitative and qualitative components was administered at the completion of the You Tube project to assess student perceptions of this teaching strategy. Quantitative analysis involved the use of frequencies and descriptive statistics, while qualitative analysis consisted of grouping open-ended responses into the following themes: 1. Application of You Tube; 2. Major Strengths of the You Tube Project in the Learning Process; 3. Instructor Effectiveness in the Learning Process; and 4. Suggestions for Improvement to Enhance Learning. Results showed that the You Tube tutorial methodology had a significant positive effect on perceived student learning.

Composing Across Multiple Media

This is a qualitative case study of two students' composing processes as they developed a documentary video about the Dominican Republic in an urban, public middle school classroom. While using a digital video editing program, the students moved across multiple media (the Web, digital video, books, and writing), drawing semiotic resources from each as they did so. Using sociosemiotic and dialogic-intertextual theoretical frameworks, the author examines how the interface of the video editing program influenced the students' composing by making new types of semiotic resources available and new means of combining these resources. As they moved across these media in a nonlinear fashion, the students created an interactive context for composing that transcended the individual possibilities of each respective medium. This suggests that multimedial composing environments offer a rich intertextual landscape and unique ways of making meanings.

Using Video Instruction Procedures with and without Embedded Text to Teach Object Labeling to Preschoolers with Autism: A Preliminary Investigation

Three preschoolers diagnosed with autism were taught how to expressively label common food items using video instruction with and without embedded text. Twenty unknown stimuli were randomly assigned to either the embedded text or no-embedded text condition. Using a commercially available video editing program, a DVD was created that presented test stimuli (photographs of food items) with the auditory instruction: “What is it?” followed by the auditory presentation of the name of the stimulus. Stimuli in the embedded text condition also included the typed name of the item below the picture. All instruction was presented via a DVD player and viewed on a 19-inch television. Probe sessions were conducted after teaching sessions via the DVD player to assess correct responses. While the impact of including embedded text was somewhat unclear, all participants acquired expressive object labeling skills by watching the DVD.

A Simple and Quantitative Method for Three-Dimensional Measurement of Normal Smiles

Smile reconstruction is one of the most challenging fields in plastic surgery. An understanding of the normal smile is essential in planning surgery for facial paralysis. The purpose of this study was to suggest a simple and quantitative method for the 3-dimensional analysis of smiles and to establish a basis for smile reconstruction in facial paralysis patients. The smiles of 50 volunteers (25 men and 25 women) were observed using a 6-mm digital video camera. Each subject had 10 points marked on the lips and nasolabial creases. Video editing programs were used to capture images of the resting and maximum smiles. The opacity of the image of maximum smile was adjusted and was merged with the resting image so that the migration of the points could be observed in 1 image. The migration distance (in millimeters) and the direction (in degrees) between each point were measured in frontal and both lateral views, and thus 3-dimensional vectors (x, y, z scalars) were obtained. The scalar values were converted to the values of a spherical coordinate system (distance, angle alpha and beta). Our work may offer a simple and quantitative method for measuring the smile and accurate guidance for reconstructive surgery.

Evaluation of a New Measurement Tool for Facial Paralysis Reconstruction

Evaluation of facial movement, including distance and direction, is essential for anyone interested in facial paralysis reconstruction. The authors' goal was to develop a measurement system that is simple, uses commercially available equipment, takes little time, and provides meaningful and accurate measurements. This technique is called the facial reanimation measurement system. It involves placing dots around the patient's mouth and video recording the patient performing maximal effort smiles. Using a video editing program, one frame showing the patient at rest is overlaid with a second frame showing the patient's smile. This overlaid image is imported into Adobe PhotoShop, where measurements are obtained using tools available in the program. Twenty patients were used to test interrater and intrarater reliability of the facial reanimation measurement system. The accuracy of the measurement process was tested by comparing 10 known distances and angles with those obtained using the facial reanimation measurement system. Both intrarater and interrater reliability of the distance and angle measurements are highly accurate, with intraclass correlations greater than 0.9. The facial reanimation measurement system is accurate to within 0.6 mm and 2.0 degrees when compared with a "known" distance and angle. The facial reanimation measurement system has been used to measure smile movements of more than 200 patients and has been demonstrated to be valuable for detecting changes of facial movements over time. This system is simple and economical and only requires 20 minutes to perform. Although the authors demonstrated evaluation of smile movement, the system may be used to evaluate other movements, such as mouth puckering, eye closure, and forehead elevation.

Polynomial discriminants. 2. Tensor diagrams

Films and television share a unique language for visual storytelling. One feature of this language lets us move through space and time in ways that are impossible in real life. For example, in a stage play, there needs to be some continuity of time and place: if a character is in the kitchen at one moment, he or she can't be behind the wheel of a speeding car in the next moment. But this kind of abrupt transition happens all the time in films. The simplest and most familiar way to get from one scene to another is via the cut. To create a cut, you can literally take two pieces of film, cut them at frame boundaries, and tape them together. The cut belongs to a general class of transitions: visual effects that form the boundary between different scenes. Let's say that we're watching scene A and we want to go to scene B. If the transition takes many frames, then at each step along the transition we conceptually take the appropriate frames from A and B and combine them to create a new image. The cut is the simplest transition. It takes zero frames to execute and simply stops showing A and starts showing B. Perhaps the next most familiar transition is the dissolve (also called the cross-dissolve), where we smoothly blend from A to B. A popular variation on the dissolve is the fade to black, which is just a dissolve where the B scene is a black frame. Many video-editing programs ship with a collection of ready-to-use transitions. The author discusses the field and then presents some transitions which he has developed.

Improved video documentation of endoscopic sinus surgery made possible with desktop digital video.

Endoscopic cameras in endoscopic sinus surgery (ESS) allow for easy video documentation of surgery. This often leads to the build-up of extensive videocassette libraries where the prospective viewer is subjected to a lengthy and cumbersome videotape search before accessing a sequence of interest. Footage is difficult to use for educational purposes. New techniques for storing, retrieving, and presenting ESS video footage were developed. Desktop computer systems were used to digitize video footage. Short video sequences containing highlights of interesting ESS cases were prepared using video-editing programs. The resulting images were stored in individual segments on recordable CD-ROM disks. This technique was used to archive all video footage from our ESS procedures for a 6-month period. Archiving footage on CD-ROM rather than videotape has made the storage of large quantities of information possible while now allowing for the random access of segment(s) of interest. It has simplified preparation of video projects, reduced production time 10-fold and has eliminated the need for professional video-editing services. These techniques have also been adapted for the development of an educational CD-ROM demonstrating the component steps of ESS, which can be played back on any CD-ROM-equipped computer.