Video Interaction Research Articles

Telemedicine and the Forgotten America

Telemedicine and the Forgotten America

Using Sense-Making Moments to Understand How Elementary Teachers’ Interactions Expand, Maintain, or Shut Down Sense-making in Science

Eliciting, noticing, and responding to students’ sense-making is important for advancing students’ understanding and fostering meaningful participation in science. By sense-making, we mean wrestling with ideas, language, experiences, and perspectives in a community to figure out how and why the world works. In the bustle of an elementary classroom, noticing and productively responding to the seemingly disorderly processes of sense-making presents challenges for teachers. Further, sense-making interactions are especially consequential for racially, linguistically and culturally minoritized youth whose ways of knowing are more expansive than the narrow conceptions of science present in schools. One core challenge for supporting sense-making in classrooms has been understanding the nature of these complex, dynamic, and multi-faceted interactions. To address this challenge, we analyzed videos of classroom sense-making interactions along with teachers’ reflections about those interactions to focus on sense-making moments or the composite set of moments called episodes. Doing so enabled us to understand pedagogical moves, responses and resources that were leveraged in sense-making interactions as well as how teachers interpreted those moments. It also enabled us to determine characteristics of those interactions that expanded, maintained, or shut down opportunities for sense-making. We illustrate these findings using three cases chosen from a larger multiple studies research project with early career and experienced elementary teachers. These three nuanced cases deepen our collective understanding of complex sense-making interactions in elementary classrooms by offering alternative analysis of sense-making interactions and their consequences on future sense-making. For example, while one sense-making episode initially appeared chaotic, pedagogical moves to incorporate emergent ideas into the science narrative and challenging and connecting ideas moved toward expanding opportunities for sense-making. Unpacking sense-making moments is critical for understanding the nature and consequences of sense-making moments as well as how to better support teachers in providing sense-making opportunities for all students in science.

Video Consultations Between Patients and Clinicians in Diabetes, Cancer, and Heart Failure Services: Linguistic Ethnographic Study of Video-Mediated Interaction.

BackgroundVideo-mediated clinical consultations offer potential benefits over conventional face-to-face in terms of access, convenience, and sometimes cost. The improved technical quality and dependability of video-mediated consultations has opened up the possibility for more widespread use. However, questions remain regarding clinical quality and safety. Video-mediated consultations are sometimes criticized for being not as good as face-to-face, but there has been little previous in-depth research on their interactional dynamics, and no agreement on what a good video consultation looks like.ObjectiveUsing conversation analysis, this study aimed to identify and analyze the communication strategies through which video-mediated consultations are accomplished and to produce recommendations for patients and clinicians to improve the communicative quality of such consultations.MethodsWe conducted an in-depth analysis of the clinician-patient interaction in a sample of video-mediated consultations and a comparison sample of face-to-face consultations drawn from 4 clinical settings across 2 trusts (1 community and 1 acute care) in the UK National Health Service. The video dataset consisted of 37 recordings of video-mediated consultations (with diabetes, antenatal diabetes, cancer, and heart failure patients), 28 matched audio recordings of face-to-face consultations, and fieldnotes from before and after each consultation. We also conducted 37 interviews with staff and 26 interviews with patients. Using linguistic ethnography (combining analysis of communication with an appreciation of the context in which it takes place), we examined in detail how video interaction was mediated by 2 software platforms (Skype and FaceTime).ResultsPatients had been selected by their clinician as appropriate for video-mediated consultation. Most consultations in our sample were technically and clinically unproblematic. However, we identified 3 interactional challenges: (1) opening the video consultation, (2) dealing with disruption to conversational flow (eg, technical issues with audio and/or video), and (3) conducting an examination. Operational and technological issues were the exception rather than the norm. In all but 1 case, both clinicians and patients (deliberately or intuitively) used established communication strategies to successfully negotiate these challenges. Remote physical examinations required the patient (and, in some cases, a relative) to simultaneously follow instructions and manipulate technology (eg, camera) to make it possible for the clinician to see and hear adequately.ConclusionsA remote video link alters how patients and clinicians interact and may adversely affect the flow of conversation. However, our data suggest that when such problems occur, clinicians and patients can work collaboratively to find ways to overcome them. There is potential for a limited physical examination to be undertaken remotely with some patients and in some conditions, but this appears to need complex interactional work by the patient and/or their relatives. We offer preliminary guidance for patients and clinicians on what is and is not feasible when consulting via a video link.International Registered Report Identifier (IRRID)RR2-10.2196/10913

Establishing Teacher-Student Rapport in an English-Medium Instruction Class

English-medium instruction classes in higher education are increasing in countries where English is not the first language. Though these courses offer advantages, they also offer concerns and challenges. One of these challenges is creating a rapport between a teacher and students who are working in a language that is not their own. Rapport is important because it has been linked to academic performance. This study explored possible differences in rapport between two groups of students who were taking a class on Communications Research at a Mexican university. One group took the class in their native language, Spanish, and the other one took the class in English. The teacher, the programme, and the materials were identical in both cases; they only differed in the language of instruction. The study is qualitative in the ethnographic tradition. Videos of classroom interactions were used as a data source, which were analysed and coded. Codes were based on rapport-building activities. The teacher’s log and the nine-item Student-Instructor Rapport scale complemented the study. The videos showed evidence of rapport-building activities in both the Spanish and English groups. The results of the scale showed that the students in the English group perceived a stronger rapport between the instructor and the students, than those in the Spanish group.

Endovascular Therapy for Patients With Acute Ischemic Stroke During the COVID-19 Pandemic: A Proposed Algorithm.

Endovascular Therapy for Patients With Acute Ischemic Stroke During the COVID-19 Pandemic: A Proposed Algorithm.

Coronavirus 2019 Video Conferencing: Preserving Resident Education with Online Meeting Platforms.

Although our medical system strains to compensate under the new demands of the coronavirus disease of 2019 (COVID-19) pandemic, our society has rapidly accepted the tenets of social distancing. The constraints of social distancing may lead to detrimental effects on resident education. The backbone of our educational system has traditionally depended on in-person gatherings of residents and faculty for the exchange of knowledge. Accordingly, surgical residency programs have rapidly been tasked with innovating efficacious models to maximize resident learning while protecting residents and faculty from possible coronavirus disease exposure. Easily accessible online platforms for meeting spaces have allowed for large groups to meet and have face-to-face interaction without incurring risk of contamination. There are multiple Health Insurance Portability and Accountability Act of 1996–compliant platforms for online real-time video interaction and educational curricula that are available to institutions.1 These online platforms can facilitate both hospital and educational activities and permit gathering of large groups of residents in the same online meeting space for educational rounds2 (Fig. 1). This online educational platform, deemed distance learning, has been studied in the literature with good results.3 This ability to visualize and interact with the presenter engages the learner and can effectively convey visual context cues to enhance the learning experience. Literature surrounding distance learning has identified three kinds of interaction that contribute to learning: interaction with content, interaction with instructors, and interaction among peers.4 With its ease of use, residency programs should consider introducing these online platforms into weekly or perhaps daily educational platforms.Fig. 1.: University of Southern California plastic and reconstructive surgery real-time weekly surgical case conference.The utility of these distance-learning platforms will likely persist after the world recovers from the educational paradigm shift associated with a communal fight against coronavirus disease spread. In programs spread over large geographic areas, the ability to attend in-person educational lectures often requires sacrificing clinical duties to traverse long distances to attend in-person conferences. The ability to remotely attend educational lectures can facilitate higher resident turnout and/or even facilitate the recording of these sessions for later review.3 Residents using distance learning platforms positively reflect on the ease of access to education, ability to take the course from any location, and the ability to be taught by anyone in the world.5 The ability to eliminate the cost of travel and lodging and the loss of patient care opportunities for the visiting professor along with the ability for residents to attend across a wide geographic area all are strengths of the online meeting space platform (Fig. 2).Fig. 2.: University of California, San Diego, plastic and reconstructive surgery virtual grand rounds conference.Although it is difficult to see the silver lining of the changes forced on our health care system, the necessity to adopt new modalities for resident education may give rise to new, more efficacious modalities for resident education and stewardship. Resident education cannot afford to stall in the time of coronavirus disease. SUBJECT CONSENT Subjects provided written consent for the use of their images. DISCLOSURE The authors have no financial interest to declare in relation to the content of this article.

The influence of alexithymia on memory for emotional faces and realistic social interactions

ABSTRACT High levels of alexithymia are typically associated with impaired memory for emotional, but not neutral words. We conducted two experimental studies to establish if this effect generalises to non-verbal socially relevant stimuli. Thirty-nine female undergraduates (Study 1) viewed faces with different expressions (neutral, angry, happy or sad) and 38 female students (Study 2) viewed videos of realistic social interactions (featuring anger, happiness, sadness or neutral affect). Participants were asked to identify the emotion portrayed and were subsequently given an intentional recognition memory test for the stimuli. They also completed self-report measures of alexithymia and mood (depression & anxiety). In Study 1, memory for emotional (especially angry), but not neutral faces was negatively related to the “difficulty describing feelings” facet of alexithymia. In Study 2, memory for emotional (particularly those featuring anger), but not neutral videos was negatively related to the “difficulty identifying feelings” and “externally oriented thinking” facets of alexithymia. In both studies, these memory deficits were independent of the effects of age and mood. Furthermore, the deficits appear to be most evident in the conscious recollection of the emotional stimuli. Our findings confirm that the memory deficit for emotional words in alexithymia generalises to important non-verbal socially relevant stimuli.

Does emotional labor color service actions in customer buying?

PurposeService research has highlighted the role of emotional labor in service delivery but has neglected service employees’ actions. This study aims to distinguish between the recurrent in-role and extra-role actions of service employees and to examine the joint effect of service employees’ actions and their emotional labor, which may color these actions on customer buying behavior (number of purchased items and total bill).Design/methodology/approachPhase I comprised two studies: Study 1 examined 70 service interaction videos to identify employees’ service actions, and Study 2 quantitatively validated the most frequent employee actions, used for further study, by examining 40 employee–customer interactions in fashion stores. For Phase II, Study 3 derived data from 60 service employees’ diaries to predict the joint effect of performed emotional labor and service actions on customer buying behavior.FindingsFindings revealed that emotional labor moderated the relationship between service actions and customer buying behavior. The relationship between in-role/extra-role actions and buying behavior was stronger in the lower surface-acting (less emotional faking) condition, whereas the relationship between in-role/extra-role actions and buying behavior was stronger for the higher deep-acting (more emotionally authentic) condition.Practical implicationsService organizations should not limit training to the more easily attained service actions. This possibility may be lacking if it ignores the emotional component that accompanied the action. This may shift the focus from customer satisfaction to customer delight.Originality/valueThis study is a pioneering effort to examine the specific circumstances in which service employees’ actions (regardless of in-role or extra-role status) will not produce the desired customer-related outcome in the presence of emotional labor.

LITERACY WITHOUT BORDERS: THE FINE-GRAINED MINUTIAE OF SOCIAL INTERACTION THAT DO MATTER (ALSO IN PROMOTING HEALTH LITERACY)

ABSTRACT This paper explores the fine-grained interactional minutiae involved in promoting health literacy in medical interactions. More specifically, it explores the multimodal interactional resources (verbal and nonverbal) that health professionals and lay participants mobilize in order to make sense of fetal ultrasound images. We adopt the ethnomethodological perspective of Multimodal Conversation Analysis (SACKS; SCHEGLOFF; JEFFERSON, 1974; GOODWIN, 1981; 2010; MONDADA, 2018) to investigate 10 audio and video interactions that were recorded during fetal ultrasound exams that took place at a moderate and high-risk pregnancy ward in a public hospital in Brazil. Our aim is to ‘make visible’ the multimodal ethnomethods that interactants employ in order to render ultrasound images intelligible ‘texts’. Among the various semiotic resources mobilized to achieve intersubjectivity in this complex setting, special focus is given to the healthcare professionals’ use of similes, and the fundamental importance of the temporality in which verbal and nonverbal resources are mobilized in the process of making images intelligible. In that sense, we hope to bring to this special thematic issue the methodological advantages that a Multimodal Conversation Analytic perspective can afford to the discussion about multiliteracies and, in practical terms, to the advancement of health literacy. In medical contexts, health literacy can (and perhaps should!) be a concern ‘at all points.’ There might be no ‘borders’ to what constitutes a health literacy source or resource. Our claims, thus, are the following: (i) ultrasound images do constitute materials to be ‘read’ and understood - also by lay participants; (ii) healthcare professionals can (and perhaps should) promote health literacy among patients by employing efforts to make images ‘readable’; and, finally, (iii) social interaction is one of the constitutive loci for the promotion of multiliteracy events.

Subjective interpretation of "objective" video evidence: Perceptions of male versus female police officers' use-of-force.

The police face great scrutiny after highly publicized instances of lethal force. Dash-camera footage ostensibly provides "objective" evidence of whether the force was excessive. We tested whether participants interpreted the same "objective" video of an officer exerting force differently based on the officer's gender and race. We predicted that when (a) a male (vs. female) officer used force and (b) a Black (vs. White) officer used force, participants would endorse more internal and less external explanations for their use-of-force, which would be associated with less trust in and perceived effectiveness of the officer. We randomly assigned Amazon's Mechanical Turk workers (N = 452; 53% female, 80% White) to (a) see a segment of a police-civilian interaction video that either included or did not include exertion of force, and to believe that the officer was (b) male versus female, and (c) Black versus White. They reported their trust in the officer and perceptions of the officer's effectiveness, and their degree of agreement with external and internal attributions for the officer's behavior. When officers used force, people trusted officers less (d = 1.13) and perceived them to be less effective (d = .78) relative to when they did not. Despite all participants viewing the same interaction, people who thought they saw a male (vs. female) officer perceived his use-of-force to be driven more by internal traits, such as being aggressive and emotionally reactive, and less by the external situation, which was associated with decreased trust and perceived effectiveness. In contrast, people perceived female (vs. male) officers' force to be driven more by external aspects of the dangerous situation, which was associated with increased trust and perceived effectiveness. This pattern did not depend on the officers' race or participants' gender. This constitutes a rare instance of women benefiting from violating gender stereotypes in the workplace because people assumed her counterstereotypical behavior was more justified by the situation and less about her being an aggressive and emotionally reactive person. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Horses feel emotions when they watch positive and negative horse-human interactions in a video and transpose what they saw to real life.

Animals can indirectly gather meaningful information about other individuals by eavesdropping on their third-party interactions. In particular, eavesdropping can be used to indirectly attribute a negative or positive valence to an individual and to adjust one's future behavior towards that individual. Few studies have focused on this ability in nonhuman animals, especially in nonprimate species. Here, we investigated this ability for the first time in domestic horses (Equus caballus) by projecting videos of positive and negative interactions between an unknown human experimenter (a "positive" experimenter or a "negative" experimenter) and an actor horse. The horses reacted emotionally while watching the videos, expressing behavioral (facial expressions and contact-seeking behavior) and physiological (heart rate) cues of positive emotions while watching the positive video and of negative emotions while watching the negative video. This result shows that the horses perceived the content of the videos and suggests an emotional contagion between the actor horse and the subjects. After the videos were projected, the horses took a choice test, facing the positive and negative experimenters in real life. The horses successfully used the interactions seen in the videos to discriminate between the experimenters. They touched the negative experimenter significantly more, which seems counterintuitive but can be interpreted as an appeasement attempt, based on the existing literature. This result suggests that horses can indirectly attribute a valence to a human experimenter by eavesdropping on a previous third-party interaction with a conspecific.

Ethical champions, emotions, framing, and team ethical decision making.

Research has offered a pessimistic (although limited) view regarding the effectiveness of ethical champions in teams and the social consequences they are likely to experience. To challenge this view, we conducted two multimethod (quantitative/qualitative) experimental studies in the context of entrepreneurial team decision-making to examine whether and how an ethical champion can shape team decision ethicality and whether ethical champions experience interpersonal costs. In Study 1, we found that confederate ethical champions influenced team decisions to be more ethical by increasing team ethical awareness. Focusing on the emotional expressions of ethical champions, we found that sympathetic and angry ethical champions both increased team decision ethicality but that angry ethical champions were more disliked. Analysis of team interaction videos further revealed moral disengagement in team discussions and the emergence of nonconfederate ethical champions who used business frames to argue for the ethical decision. Those emergent phenomena shifted our focus, in Study 2, to how ethical champions framed the issues and the mediating processes involved. We found that ethical champions using ethical frames not only increased team ethical awareness but also consequently reduced team moral disengagement, resulting in more ethical team decisions. Ethical champions using business frames also improved team decision ethicality, but by increasing the perceived business utility of the ethical decision. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

The structural and motivational role of the unique lip-flip movement in the gelada (Theropithecus gelada) facial display repertoire.

Human language represents an extreme form of communicative complexity. Primate facial display complexity, which depends upon facial mobility, can be used as a model for the study of the evolution of communicative complexity. The gelada (Theropithecus gelada) is the only primate that can produce a lip-flip eversion. This study investigates the role of the lip-flip relative to the bared-teeth display to understand its role in generating communicative complexity. We reviewed videos of gelada social interactions. We utilized the facial action coding system (FACS) to define structural component action units (AUs) of each display. We inferred display motivation from the behaviors of the display sender. The lip-flip was used only in combination with the essential AUs of the bared-teeth display, serving as an optional structural element added to produce a structural variant. Both the bared-teeth display with and without a lip-flip occurred most frequently with nonaggressive, submissive behaviors. The lip-flip was more frequently preceded by approach than the bared-teeth display, especially in males. The lip-flip was also present in the majority of structurally blended facial displays though the motivation of the non-lip-flip parent display often dominated. The lip-flip may potentially function as an indicator of benign intent after an approach or as an intensifying component of nonaggressive intent. Adaptations to increase facial mobility in geladas via facilitating the lip-flip may promote increased communicative complexity through increased conspicuousness and motivational signaling specification or intensification.

On and Off Script: A Teacher’s Adaptation of Mandated Curriculum for Refugee Newcomers in an Era of Standardization

English Learners (ELs) make up 9.6% of the total student population in the U.S. (National Center for Education Statistics, 2019). Students with interrupted formal education (SIFE) are a subgroup of ELs who have had at least two fewer years of schooling than their peers, and function at least two years below grade level in reading and mathematics (DeCapua, Smathers, & Tang, 2007). To meet the demands of high stakes testing, schools have been increasingly implementing commercially published, scripted programs for ELs/SIFE (Reeves, 2010). Against this backdrop of the standards-driven and testing-based system, this article reports one of the key findings of a yearlong classroom ethnography of SIFE in an urban public secondary school in the United States, focusing on the experiences of the students and their teacher with two types of curriculum. Drawing on critical theory and culturally relevant/responsive pedagogy, the data tools include classroom observations, interviews with students and the teacher, and the videos of classroom interactions. Findings from our analysis demonstrate that the teacher played an active role in ensuring students learning through her role as a negotiator of the scripted curriculum. This study reaffirms that teachers can find ways to resist the totalizing effects of scripted curriculum.

Joyful Encounters: Learning to Play Well with Machines

Abstract Human interactions with machines, including computers, consoles, smart devices and robots, are becoming more and more a part of everyday life. However, human–machine relations are often regarded as problematic for people, their interpersonal communication and human society more broadly. This paper provides an analysis of the characteristics that constitute ‘play’ in relation to video games and interactions with robots, arguing it is possible to position time spent on play with machines as valuable in itself, without requiring the outcomes more traditionally regarded as productive. Much of what is valuable in play can be seen to develop from embodied processes of communication within which humans and machines encounter and respond to one other. These encounters are often shaped by stories about the capabilities of machines and humans, while the interactions themselves go on to provoke new narratives. Although human– machine interaction can be theorized as ‘cyborg’ or ‘hybrid’, this paper argues that adopting the idea of the ‘assemblage’ is a better way recognize the flexibility of bringing disparate humans and machines together, whether in relation to playing a game or playing music. In rethinking the value of play, this paper emphasizes how people’s time spent interacting, whether with video games or robots, provides opportunities for them to learn more about themselves and others.

IOMTARA (INTERIOR OMAH NUSANTARA) : APLIKASI ROOM TOUR DENGAN MENGGUNAKAN TEKNOLOGI VIRTUAL REALITY SEBAGAI MEDIA PENGENALAN PARIWISATA RUMAH TRADISIONAL NUSANTARA

The role of information technology is the main thing that must be fulfilled to support activities in various fields of life, including the promotion of tourism. One of the developing information is Virtual Reality technology. iOMTARA (interior of Omah Nusantara) is a room tour application development that was created as a media for the introduction and promotion of tourism in the Nusantara. The 3D objects displayed in this application are Joglo Yogyakarta Indonesia's traditional house and Melaka Malaysia’s traditional house. Both of them were chosen because currently the traditional house no longer functions as a residence but also as a tourist attraction for both foreign and domestic tourists. This application was developed using interactive visual methods such as virtual worlds that make users feel like they are getting the same information as the experience of entering the space in the real houses. The application of building 3D objects from houses is followed by making video interactions using virtual reality. The final stage, this application will be incorporated into a mobile phone based on the Android operating system so that it can be used easily by the people. The application design method begins with a preliminary study of qualitative methods to obtain data directly in the field. Then the data is used to designing virtual reality in the IOMTARA Room Tour application. The result of making this application is the design of an iOMTARA application that uses Virtual Reality technology and can be used on mobile phone based on the Android system. It is expected that with this application, the people is more familiar with tourism objects in the Nusantara, especially the Joglo Yogyakarta Indonesia’s traditional house and the Melaka Malaysia’s traditional house.

Future lived experience: inclusive research with people living with dementia

People with a diagnosis of dementia have often been the subjects of qualitative research; by contrast, this article sets out to reflect on the positioning of people living with dementia in inclusive or ‘co-produced’ research and the connections between the personal and the collective voice in research. The article seeks to explore the unique hallmarks of inclusive dementia research, compared with some of the other models of inclusive research. Drawing on our experiences in one study, we describe the stages at which the research was set up, how a group of people living with dementia got involved in doing research, and their role in a conversation analysis of video interaction. We then use short extracts from recorded data of our meetings to discuss some of the tensions and challenges in this type of inclusive research, including political identification, the unequal power balance in inclusive research and the unique contributions of people living with dementia. Our ensuing argument is for a type of guided spontaneity, where lived experience (and future lived experience) has a space to be valued and to offer insights for research. The implications of inclusive research are about the practical, and about impact. These messages are contained in a postscript written by the last three authors Roy James, Sandy Read and Harry Davis, who are the members of the dementia research group.

Instructional strategies to promote computational thinking for young learners

Increased recognition of the importance of computational thinking as a core skill for all students has led many states to adopt and implement computer science standards, with a focus on teaching computational thinking. Consequently, there is an increased need to prepare educators that are equipped with the knowledge, skills, and instructional strategies required to teach computational thinking. In this case study, we present instructional strategies utilized by informal educators (i.e., parents) to facilitate computational thinking amongst five-to-seven-year-old children during two activities (a no-tech and a technology-based activity). The data for this empirical study includes videos of the parent-child interactions during both activities. Through a two-phase coding process (deductive coding, using CT competencies to capture children’s CT, followed by inductive coding to identify the emergent themes for the strategies parents used to engage children in CT) we identified productive strategies of: Questioning, Modeling, and Motivation/Encouragement to engage children in five CT competencies.

Equipment Remote Visual Support Maintenance System

Abstract Remote diagnosis system based on mature Internet network and visualization technology, fully consider the scene of equipment maintenance and complex network environment, integrated network communication, multi-link aggregation transmission, data encryption, audio and video interaction, equipment self-diagnosis, electronic manual, remote instrument control and other technologies. Through this system, equipment experts can carry out accurate fault analysis and judgment of the faulty equipment at the remote end, realize the remote guidance of field personnel to carry out maintenance work, improve the timeliness and accuracy of equipment support, effectively reduce equipment maintenance cost and improve maintenance efficiency.

Developing Online Sense of Community: Graduate Students’ Experiences and Perceptions

Building a sense of community (SoC) is an important process in the success of distance education and students’ retention. However, developing a community in online learning environments is not an easy task. The purpose of this research study is to explore perceptions of graduate students on SoC and learning after using different collaborative activities with diverse forms of interaction (text, audio, and video) in an online educational research course. Quantitative data from two surveys and qualitative data from individual interviews were collected. Findings indicate that multimodal and scaffolding interactive activities help to support connectedness and learning, and therefore foster online graduate students’ sense of community. The results of this study add to the literature with regard to instructional strategies used to support the development of online sense of community.