Video Interaction Research Articles

Motivational Advising Workshop: Utilizing Motivational Interviewing Theory to Facilitate and Engage Intrinsic Motivation to Change Learners' Behavior.

Motivational interviewing (MI) is a counseling method that utilizes a patient's own motivation to effect personal change. MI has been applied routinely and successfully to managing medical conditions (e.g., substance abuse). Employing MI techniques to engage medical learners (termed motivational advising [MA]) may help them overcome professional and/or personal challenges limiting their career development. Medical educators from four academic medical centers developed a module focused on teaching fellow educators MI theory and techniques for MA using didactic and interactive components. Participants participated in facilitated role-plays to practice MA delivery techniques and observed videos of a traditional advisor-advisee interaction as well as an MA-focused engagement. A postworkshop survey was used to evaluate the workshop. In a survey of 48 educators attending the workshop at two medical conferences, over 80% of respondents demonstrated an interest in learning more about MA. Additionally, over 60% indicated that they would seek opportunities to practice and/or implement MA with their advisees. Knowledge of the technical components of MA also increased significantly in pre- and posttest analysis. This module introducing the concept of MA was well received by medical educators and was viewed as a valuable tool in advising medical learners. The provided components enable replication of this workshop in other settings with or without an expert in MI techniques. Although the workshop has been conducted with physicians involved in medical education, it would be applicable to other health professionals who advise trainees such as nursing, dentistry, pharmacy, or veterinary medicine.

Computer-based training to detect antecedents and consequences of problem behavior.

Training teachers and paraprofessionals to detect and record putative antecedents and consequences of problem behavior in the classroom has a number of potential benefits. In this study, we evaluated the outcomes of a computer-based training program consisting of lectures, models, and practice. A total of 39 teachers and paraprofessionals participated. Participants scored videos of teacher-student interactions after completing components of the instruction. The study was designed to evaluate the incremental contribution of instruction focused on (a) single exemplars of antecedents and consequences, (b) multiple exemplars of antecedents and consequences, and (c) simultaneously occurring antecedents and consequences. Training to detect simultaneously occurring events was necessary for the majority of participants to reach high levels of performance. The findings support the efficacy of computer-based training and indicate the necessary and sufficient components of this training.

Weighted Large Margin Nearest Center Distance-Based Human Depth Recovery With Limited Bandwidth Consumption.

This paper proposes a weighted large margin nearest center (WLMNC) distance-based human depth recovery method for tele-immersive video interaction systems with limited bandwidth consumption. In the remote stage, the proposed method highly compresses the depth data of the remote human into skeletal block structures by learning the WLMNC distance, which is equivalent to downsampling the human depth map at $64{\times}$ the sampling rate. In the local stage, the method first recovers a rough human depth map based on a WLMNC distance augmented clustering approach and then obtains a fine depth map based on a rough depth-guided autoregressive model to preserve the depth discontinuities and suppress texture copy artifacts. The proposed WLMNC distance is learned by the large margin clustering problem with a weighted hinge loss to balance the clustering accuracy and depth recovery accuracy and is verified to be able to preserve depth discontinuities between skeletal block structures with occlusion. A theoretical analysis is conducted to verify the effectiveness of using the weighted hinge loss. Furthermore, a novel data set containing various types of human postures with self-occlusion is built to benchmark the human depth recovery methods. The quantitative comparison with the state-of-the-art depth recovery methods on the introduced benchmark data set demonstrates the effectiveness of the proposed method for human depth recovery with such a high upsampling rate.

Video Enhanced Reflective Practice (VERP): supporting the development of trainee educational psychologists’ consultation and peer supervision skills

ABSTRACTThis article aims to seek trainee educational psychologists’ (TEPs) views about their experiences of using Video Enhanced Reflective Practice (VERP) to support their professional development, with a particular focus on consultation and peer supervision skills for the VERP guider. Participants engaged in three cycles of VERP, reflecting upon their practice using video clips of themselves. An action research design was implemented and views from trainee EPs and the Video Interaction Guidance (VIG) supervisor were sought, using semi-structured interviews. Hybrid Thematic Analysis was used in order to analyse the data. Findings suggest that VERP was generally a positive experience for trainees and their experiences highlighted the impact of observing themselves in practice, as opposed to retrospective reflection. Trainee EPs selected factors to consider within a ‘shared review’ and reflected on their experiences of being filmed, the strengths and the challenges of which are considered.

DISTANCE EDUCATION STUDENTS' OPINIONS ABOUT ASYNCHRONOUS LESSON VIDEOS

In distance education, synchronous or asynchronous vehicles and ways are used as the mediums of information transmission. The aim of this study is to identify the students' opinions about online asynchronous lesson videos used in distance education practices. We made use of qualitative research methods in this descriptive study. The study sample which was created in compliance with the purposeful sampling method was composed of 22 students studying at distance education undergraduate programs of a university located in The West Blacksea district. In the study, ‘Opinion Identification Questionaire of The Distance Education Videos’ which included a series of open-ended questions formed by the researcher, himself, was used. According to the results from the analyses, distance education students stated that videos made their learning permanent, increased their motivation and enabled them with individual learning. They criticize the videos including only slights and sound in addition to the lack of interaction in the videos. Besides, students give advices about making videos accessible for watching on mobile phones, adding interactions and using different video-making techniques. Article visualizations:

Cross-objects user interfaces for video interaction in virtual reality museum context

Museums are good places for learning and nowadays many museums are integrating digital media such as video and increasingly moving towards using virtual reality. In the physical world people used to seek information from object surfaces e.g. posters on the wall and this has been used as a metaphor in the virtual reality museum: numerous videos were inhabited within virtual objects and shaped cross-objects user interfaces (COUIs). However, how such interfaces perform for video interactions still needs more investigations. In this study we implemented and investigated COUIs in comparison with the conventional card-style user interfaces and the plain virtual reality user interfaces in the virtual reality museum. The results reported no significant differences in the perceived usability or learning experience between these user interfaces, except the COUIs had a lower level of satisfaction than the card-style user interfaces. However, the COUIs showed greater efficiency with shorter eye fixation durations and higher saccade frequencies, and within these COUIs instances, namely the fully-detached, semi-attached, and fully-attached COUIs, the fully-attached instance was closest to the form of interacting with physical object surfaces and it reported highest efficiency as well. Rationales behind these results and implications generalising for the future design of COUIs, are discussed.

Developmental delay in communication among toddlers and its relationship to caregiving behavior among violence-exposed, posttraumatically stressed mothers

ObjectivesThis study aimed to understand if maternal interpersonal violence-related posttraumatic stress disorder (IPV-PTSD) is associated with delayed language development among very young children (“toddlers”). MethodsData were collected from 61 mothers and toddlers (ages 12–42 months, mean age = 25.6 months SD = 8.70). Child expressive and receptive language development was assessed by the Ages and Stages Questionnaire (ASQ) communication subscale (ASQCS) that measures language acquisition. Observed maternal caregiving behavior was coded from videos of 10-min free-play interactions via the CARE-Index. Correlations, Mann-Whitney tests, and multiple linear regression were performed. ResultsThere was no significant association between maternal IPV-PTSD severity and the ASQCS.Maternal IPV-PTSD severity was associated with continuous maternal behavior variables (i.e. sensitive and controlling behavior on the CARE-Index) across the entire sample and regardless of child gender. Maternal sensitivity was positively and significantly associated with the ASQCS. Controlling behavior was negatively and significantly associated with the ASQCS. ConclusionsResults are consistent with the literature that while maternal IPV-PTSD severity is not associated with child language delays, the quality of maternal interactive behavior is associated both with child language development and with maternal IPV-PTSD severity. Further study is needed to understand if the level of child language development contributes to intergenerational risk or resilience for relational violence and/or victimization.

Reading Aloud, Play, and Social-Emotional Development.

To determine impacts on social-emotional development at school entry of a pediatric primary care intervention (Video Interaction Project [VIP]) promoting positive parenting through reading aloud and play, delivered in 2 phases: infant through toddler (VIP birth to 3 years [VIP 0-3]) and preschool-age (VIP 3 to 5 years [VIP 3-5]). Factorial randomized controlled trial with postpartum enrollment and random assignment to VIP 0-3, control 0 to 3 years, and a third group without school entry follow-up (Building Blocks) and 3-year second random assignment of VIP 0-3 and control 0 to 3 years to VIP 3-5 or control 3 to 5 years. In the VIP, a bilingual facilitator video recorded the parent and child reading and/or playing using provided learning materials and reviewed videos to reinforce positive interactions. Social-emotional development at 4.5 years was assessed by parent-report Behavior Assessment System for Children, Second Edition (Social Skills, Attention Problems, Hyperactivity, Aggression, Externalizing Problems). VIP 0-3 and VIP 3-5 were independently associated with improved 4.5-year Behavior Assessment System for Children, Second Edition T-scores, with effect sizes (Cohen's d) ∼-0.25 to -0.30. Receipt of combined VIP 0-3 and VIP 3-5 was associated with d = -0.63 reduction in Hyperactivity (P = .001). VIP 0-3 resulted in reduced "Clinically Significant" Hyperactivity (relative risk reduction for overall sample: 69.2%; P = .03; relative risk reduction for increased psychosocial risk: 100%; P = .006). Multilevel models revealed significant VIP 0-3 linear effects and age × VIP 3-5 interactions. Phase VIP 0-3 resulted in sustained impacts on behavior problems 1.5 years after program completion. VIP 3-5 had additional, independent impacts. With our findings, we support the use of pediatric primary care to promote reading aloud and play from birth to 5 years, and the potential for such programs to enhance social-emotional development.

Simultaneous learning of hierarchy and primitives for complex robot tasks

We present a new interaction paradigm for robot learning from demonstration, called simultaneous learning of hierarchy and primitives (SLHAP), in which information about hierarchy and primitives is naturally interleaved in a single, coherent demonstration session. A key innovation in the new paradigm is the human demonstrator’s narration of primitives as he executes them, which allows the system to identify the boundaries between primitives. Hierarchy is represented using hierarchical task networks; motion planning constraints on the primitives are represented using task space regions. We implemented SLHAP on an autonomous robot and produced an interaction video illustrating its effectiveness learning a complex task with five levels of hierarchy and eight types of primitives. The underlying algorithms which make SLHAP possible are described and evaluated.

Enhancing Parent Talk, Reading, and Play in Primary Care: Sustained Impacts of the Video Interaction Project

To determine the early impacts of pediatric primary care parenting interventions on parent cognitive stimulation in low socioeconomic status families and whether these impacts are sustained up to 1.5 years after program completion. This randomized controlled trial included assignment to 1 of 2 interventions (Video Interaction Project [VIP] or Building Blocks) or to a control group. Mother-newborn dyads were enrolled postpartum in an urban public hospital. In VIP, dyads met with an interventionist on days of well-child visits; the interventionist facilitated interactions in play and shared reading through provision of learning materials and review of videotaped parent-child interactions. In Building Blocks, parents were mailed parenting pamphlets and learning materials. We compare the trajectories of cognitive stimulation for parents in VIP and control from 6 to 54 months. There were 546 families that contributed data. VIP was associated with enhanced reading, parent verbal responsivity, and overall stimulation at all assessment points, with analyses demonstrating a 0.38 standard deviation increase in cognitive stimulation overall. Trajectory models indicated long-term persistence of VIP impacts on reading, teaching, and verbal responsivity. VIP is associated with sustained enhancements in cognitive stimulation in the home 1.5 years after completion of the program and support expansion of pediatric interventions to enhance developmental trajectories of children of low socioeconomic status. Clinicaltrials.gov: NCT00212576.

Dash Cam videos on YouTube™ offer insights into factors related to moose-vehicle collisions

To gain a better understanding of the dynamics of moose-vehicle collisions, we analyzed 96 videos of moose-vehicle interactions recorded by vehicle dash-mounted cameras (Dash Cams) that had been posted to the video-sharing website YouTube™. Our objective was to determine the effects of road conditions, season and weather, moose behavior, and driver response to actual collisions compared to near misses when the collision was avoided. We identified 11 variables that were consistently observable in each video and that we hypothesized would help to explain a collision or near miss. The most parsimonious logistic regression model contained variables for number of moose, sight time, vehicle slows, and vehicle swerves (AICcw = 0.529). This model had good predictive accuracy (AUC = 0.860, SE = 0.041). The only statistically significant variable from this model that explained the difference between moose-vehicle collisions and near misses was ‘Vehicle slows’. Our results provide no evidence that road surface conditions (dry, wet, ice or snow), roadside habitat type (forested or cleared), the extent to which roadside vegetation was cleared, natural light conditions (overcast, clear, twilight, dark), season (winter, spring and summer, fall), the presence of oncoming traffic, or the direction from which the moose entered the roadway had any influence on whether a motorist collided with a moose. Dash Cam videos posted to YouTube™ provide a unique source of data for road safety planners trying to understand what happens in the moments just before a moose-vehicle collision and how those factors may differ from moose-vehicle encounters that do not result in a collision.

Children use nonverbal cues from an adult to evaluate peers

ABSTRACTWhat factors contribute to children’s tendency to view individuals as having different traits and abilities? The present research tested whether young children are influenced by adults’ nonverbal behaviors when making inferences about peers. In Study 1, participants (aged 5–6 years) viewed multiple videos of interactions between a “teacher” and two “students”; all individuals were unfamiliar to participants. In each clip, the students behaved similarly, but the teacher did not: She either smiled, nodded, touched, or shook her head at one student, and she looked at the other student with a neutral expression. In Study 1, children tended to infer that students who received more positive behaviors from the teacher were smarter, nicer, and stronger. Study 2 pitted differences in the teacher’s behavior against differences in the students’ performance. When asked who was smarter, children selected lower-performing students who received more positive nonverbal cues from the teacher rather than higher-performing students who received less positive cues. These findings indicate that an authority figure’s nonverbal behaviors can influence children’s inferences about others and shed light on one mechanism guiding young children’s evaluations of people in their social world.

An innovative virtual reality training tool for orthognathic surgery

Virtual reality (VR) surgery using Oculus Rift and Leap Motion devices is a multi-sensory, holistic surgical training experience. A multimedia combination including 360° videos, three-dimensional interaction, and stereoscopic videos in VR has been developed to enable trainees to experience a realistic surgery environment. The innovation allows trainees to interact with the individual components of the maxillofacial anatomy and apply surgical instruments while watching close-up stereoscopic three-dimensional videos of the surgery. In this study, a novel training tool for Le Fort I osteotomy based on immersive virtual reality (iVR) was developed and validated. Seven consultant oral and maxillofacial surgeons evaluated the application for face and content validity. Using a structured assessment process, the surgeons commented on the content of the developed training tool, its realism and usability, and the applicability of VR surgery for orthognathic surgical training. The results confirmed the clinical applicability of VR for delivering training in orthognathic surgery. Modifications were suggested to improve the user experience and interactions with the surgical instruments. This training tool is ready for testing with surgical trainees.

“Stop talking about my disability, I am a mother”: Adapting video interaction guidance to increase sensitive parenting in a young mother with intellectual disability

Accessible Summary Parents with intellectual disabilities often have their children placed under child protection. People with intellectual disabilities can find it difficult to access universal parenting programmes and can find it difficult to get professional help for their problems. Video Interaction Guidance is an approach designed to help parents care for their children. This case study shows that Video Interaction Guidance really helped a young mother with intellectual disability. AbstractBackgroundParenting can be challenging for people with intellectual disabilities. The nature of the parents' intellectual disability as well as past experiences of institutionalisation, insensitive care and inadequate support can interfere with parents' capacity to provide responsive and appropriate parenting to their own children. This can result in parents with intellectual disabilities being investigated under child protection procedures. There is little evidence for parenting interventions to improve attachment in parents with intellectual disability.MethodThis is a case report of “Sarah,” a young mother with mild intellectual disability, whose children were placed on the child protection register. A behavioural video‐feedback approach that focused on Sarah's strengths, Video Interaction Guidance, was adapted to Sarah's intellectual disability.ResultsSarah demonstrated a noticeable increase in the frequency of sensitive interactions with her children as well as increased engagement with support services and request for more instructional parenting input.ConclusionThis study demonstrates the feasibility of using Video Interaction Guidance with parents with an intellectual disability and offers suggestions on adapting the intervention to suit individual parents' needs. Further systematic research is, however, necessary to prove the effectiveness of this approach.

Holostream: High-Accuracy, High-Speed 3D Range Video Encoding and Streaming Across Standard Wireless Networks

Holostream is a novel platform which enables high-quality 3D video communication on mobile devices (e.g., iPhones, iPads) using existing standard wireless networks. The major contributions are: (1) a novel high-quality 3D video compression method that drastically reduces both 3D geometry and color texture data sizes in order to transmit them within the bandwidths provided by existing wireless networks; (2) a novel pipeline for 3D video recording, encoding, compression, decompression, visualization and interaction; and (3) a demonstration system which successfully delivered video-rate, photorealistic 3D video content through a standard wireless network to mobile devices. The novel platform improves the quality and expands upon the capabilities of popular applications already utilizing real-time 3D data delivery, such as teleconferencing and telepresence. This technology could also enable emerging applications which may require highresolution, high-accuracy 3D video data delivery, such as remote robotic surgery and telemedicine.

A complex event processing framework for an adaptive language learning system

Ubiquitous learning applications and worldwide educational websites such as MOOC (Massive Open Online Courses) are rapidly producing large volume of user data. Current delayed analysis processing in adaptive language learning systems is difficult to cope with the high-speed and high-volume data streams. To overcome this problem, we introduce a complex event processing (CEP) framework for an Adaptive Language Learning System. The system consists of an event adapter sub-system that can process various inputs such as voice, video, text and other interaction events. The event adapter extracts relevant data to support the operational events module, the learning activity events module and the learner knowledge space events module. These three modules in the event hierarchies provide support to the learner adaptation and learner visual analytics modules. In this study, we conduct three simulations to evaluate the initialization time, delay time and throughput of the proposed system. Each of the experiments simulates 1000 learners and 1000 rules and generates 10 events per second. The results indicate the CEP framework is efficient with a processing delay of less than 1.2μs and throughput of 80,000 events per second. We conclude by discussing the study’s implications and suggest ideas for future research.

Identifying the Learning Style of Students in MOOCs Using Video Interactions

Identifying the Learning Style of Students in MOOCs Using Video Interactions

Distances evolution analysis for online and off-line human object interaction recognition

Human action recognition in 3D sequences is one of the most challenging and active areas of research in the computer vision domain. However designing automatic systems that are robust to significant variability due to object combinations and high complexity of human motions is more challenging in addition to the typical requirements such as rotation, translation, and scale invariance is challenging task. In this paper, we propose a spatio-temporal modeling of human-object interaction videos for online and off-line recognition. The inter-joint distances and the object are considered as low-level features for online classification. For off-line recognition, we propose rate-invariant classification of full video and early recognition. A shape analysis of trajectories of the inter-joint and object-joints distances is proposed for this end. The experiments conducted following state-of-the-art settings using MSR Daily Activity 3D Dataset and Online RGBD Action Dataset and on a new multi-view dataset for human object interaction demonstrate that the proposed approach is effective and discriminative for human object interaction classification as demonstrated here.

“Steve, you must feel pig sick!”: Streamed Video Interactions between Premier League Managers and Sports Journalists as Semi-scripted Performances

The starting point of this paper is the phenomenon of so-called MediaSport, namely the pervasive and multi-faceted mediation of sports events that extends the reach and hold of the sports industry on communities of sports consumers. The specific aspect of MediaSport considered here is the streamed post-match interview with Premier League team managers, a stabilized media interaction that reflects the importance of media duties as part of the manager’s corporate brief. Critical attention to managers seems mainly confined to sociological studies of the politics of celebrity, while linguists seemingly have little to say about this kind of discourse. The data selected for analysis are two interviews following defeat. The choice falls on this scenario because it is expected it will entail a greater onus on managers to display media interaction expertise. Using a theoretical framework that draws on Goffman’s concepts of performance, participation framework, and face, the discourse analysis in this paper attempts to provide an account of the linguistic resources managers draw on in these mediated interactions. The analysis of turn-taking, topic control, deixis and modality reveals similarities in the sample interviews that suggest these encounters are actually semi-scripted collaborative performances that allow both interactants to preserve their face as competent professionals, while also affording the manager ample opportunity to interact with the major imagined recipient, namely, the online fan base.

Social and Instrumental Interaction Between Parents and Their Toddlers With Autism: A Qualitative Analysis

A qualitative study of three parents and their toddlers with autism was conducted to investigate the communicative functions underlying parent–toddler interactions and how the instrumental or social nature of one partner’s actions influenced the other’s engagement. Parent–child interaction videos collected from a separate intervention study were transcribed with thick description, coded for literal and inferential meaning by independent coders, and analyzed for emergent themes following an iterative process of code categorization. Themes converged around the partner as instrument, attempted but missed social connections, and congruent social engagement. A complementary interactional sequential analysis revealed that communicative functions of initiating partners were largely mirrored in their partners’ responding actions, suggesting that actively supporting parents to interact with their toddlers socially, rather than prescriptively or instrumentally, may be a potent intervention strategy to address the core social communication challenge in autism during the formative early developmental period.