Video Recordings Research Articles

Evaluating functional ability in older adults’ object retrieval behavior from kitchen furniture using OpenPose and REBA

The purpose of this study is to evaluate, through analysis, the ability of older persons to retrieve items from kitchen cabinets. To achieve this goal, data were collected from 128 valid questionnaires and supplemented with field research and user interviews. The study revealed that the elderly’s behavior in retrieving items from kitchen spaces is characterized by both high frequency and difficulty. For this experiment, a total of 42 participants, comprising 21 males and 21 females from the self-care elderly population in the Yangtze River Delta region, were recruited. Two different experimental settings were arranged: one with kitchen utensils arranged in a straight line and another with a purpose-made chest of drawers with varying heights. Video recordings using the Logitech C930C were utilized to capture the gestures and behaviors of the elderly while retrieving objects from the kitchen cupboards (cabinets). By employing a combination of the OpenPose model and the Rapid Entire Body Assessment (REBA) method, which involves calculating human posture angles, REBA scores, and determining the risk level of Work-Related Musculoskeletal Disorders (WMSDs), a risk assessment framework for manual operations associated with WMSDs was developed. Using the angle data acquired from the user operation experiment as parameters, a gradient model of the elderly user’s operational capability was established. The findings indicated a significant impact of neck, trunk, and knee movements on the subjects (P < 0.001). The participants were able to distinguish between different levels of exertion, categorizing movements as ‘easy’, ‘moderate,’ or ‘strenuous.’ These results form the basis for a comfort gradient model for leaning over and retrieving items. Given the prevalent conditions of bone and joint degeneration and osteoporosis among the elderly population, it is evident that they face challenges when accessing items in the kitchen. Therefore, investigating the elderly’s execution abilities during the retrieval process becomes crucial. Understanding how different cabinet heights impact the joint angles of the elderly can be instrumental in optimizing cabinet designs for elderly users, thereby reducing their physical exertion in the kitchen and enhancing their comfort levels. This research holds significant value in improving the quality of life for the elderly population at home and fostering the advancement of elderly-friendly design principles.

Establishing the Reliability of the GaitON® Motion Analysis System: A Foundational Study for Gait and Posture Analysis in a Healthy Population.

Gait and posture analysis plays a crucial role in understanding human movement, with significant applications in rehabilitation, sports science, and clinical settings. The GaitON® system, a 2D motion analysis tool, provides an accessible and cost-effective method for assessing gait and posture. However, its reliability in clinical practice, particularly for intra-rater consistency, remains to be evaluated. This study aims to assess the intra-rater reliability of the GaitON® system in a healthy population, focusing on gait and posture parameters. A total of 20 healthy participants (10 males and 10 females) aged 18 to 50 years were recruited for the study. Each participant underwent gait and posture assessments using the GaitON® system on two separate occasions, spaced one week apart. Video recordings from anterior and posterior views were used to analyze gait, while images from anterior, posterior, and lateral views were captured to assess posture with markers placed on key anatomical landmarks. The reliability of the measurements was analyzed using intraclass correlation coefficients (ICC), a standard error of measurement (SEM), and the smallest detectable difference (SDD) method. The GaitON® system demonstrated excellent intra-rater reliability across a wide range of gait and posture parameters. ICC values for gait parameters, including hip, knee, and ankle joint angles, ranged from 0.90 to 0.979, indicating strong consistency in repeated measurements. Similarly, ICC values for posture parameters, such as the head alignment, shoulder position, and ASIS alignment, were above 0.90, reflecting excellent reliability. SEM values were low across all parameters, with the smallest SEM recorded for the hip joint angle (0.37°), and SDD values further confirmed the precision of the system. The GaitON® system provides reliable and consistent measurements for both gait and posture analysis in healthy individuals. Its high intra-rater reliability and low measurement error make it a promising tool for clinical and sports applications. Further research is needed to validate its use in clinical populations and compare its performance to more complex 3D motion analysis systems.

Forensic Examinations in Cases of Mistaken Biometric Identification

In connection with innovation of modern biometric technologies in various spheres of life, both at the levels of individuals and of the State, there exists an increasing risk of serious negative consequences of potentially possible mistaken identifications. Such cases already happened both in Russia and abroad. In the course of legal proceedings on facts of mistaken identity and its consequences, forensic examinations are carried out in most cases. Depending on the type of biometric registration and identification system, forensic computer-technical, traceological, portrait, video technical examinations as well as forensic medical examination and other medicolegal examinations are assigned. The article gives an assessment of legality and scientific validity of performing forensic anthropometric examinations of photographs and video recordings of the suspects captured on them.

Fishes Associated with a Vulnerable Marine Ecosystem Network in the Central Mediterranean Sea

In order to collect information on ichthyofauna of a deep-sea vulnerable marine ecosystem (VME) network along the Apulian margin (central Mediterranean Sea), two low-impact sampling tools were used in three VMEs characterized by cold-water corals (CWC), namely Bari Canyon (BC), off Monopoli (Mn), and off Santa Maria di Leuca (SML). Using an experimental longline, 53 deployments were carried out between a 314 and 650 m depth for a total of 217 fishing hours, whereas when using the baited lander MEMO (Marine Environment MOnitoring system), 31 deployments were carried out between 427 and 792 m, for a total of 223 h of video recordings. A total of 37 taxa were recorded, comprising 13 Chondrichthyes and 24 Osteichthyes. The similarities in species observed among the VMEs confirm the presence of a network of CWC-VMEs along the Apulian margin, whereas some differences detected are due to the different abundance of some species, such as Galeus melastomus, Helicolenus dactylopterus, and Phycis blennoides. The presence of commercial species, vulnerable/endangered cartilaginous fishes, and large and sexually mature individuals of G. melastomus, H. dactylopterus, and Pagellus bogaraveo in all the VMEs confirms that the network of CWC-VMEs along the Apulian margin can act as a network of refuge areas and an essential fish habitat (EFH) for species threatened by fishing activities.

Atypical Brain Connectivity During Pragmatic and Semantic Language Processing in Children with Autism

Background/Objectives: Children with Autism Spectrum Disorder (ASD) face challenges in social communication due to difficulties in considering context, processing information, and interpreting social cues. This study aims to explore the neural processes related to pragmatic language communication in children with ASD and address the research question of how functional brain connectivity operates during complex pragmatic language tasks. Methods: We examined differences in brain functional connectivity between children with ASD and typically developing peers while they engaged in video recordings of spoken language tasks. We focused on two types of speech acts: semantic and pragmatic. Results: Our results showed differences between groups during the pragmatic and semantic language processing, indicating more idiosyncratic connectivity in children with ASD in the Left Somatomotor and Left Limbic networks, suggesting that these networks play a role in task-dependent functional connectivity. Additionally, these functional differences were mainly localized to the left hemisphere.

Gaze and hand behaviors during haptic abilities testing-An update to multimedia learning theory.

The Cognitive Theory of Multimedia Learning (CTML) suggests humans learn through visual and auditory sensory channels. Haptics represent a third channel within CTML and a missing component for experiential learning. The objective was to measure visual and haptic behaviors during spatial tasks. The haptic abilities test (HAT) quantifies results in several realms, accuracy, time, and strategy. The HAT was completed under three sensory conditions using sight (S), haptics (H), and sight with haptics (SH). Subjects (n = 22, 13 females (F), 20-28 years) completed the MRT (10.6 ± 5.0, mean ± SD) and were classified as high or low spatial abilities scores with respect to mean MRT: high spatial abilities (HSA) (n = 12, 6F, MRT = 13.7 ± 3.0), and low spatial ability (LSA) groups (n = 10, 7F, MRT = 5.6 ± 2.0). Video recordings gaze and hand behaviors were compared between HSA and LSA groups across HAT conditions. The HSA group spent less time fixating on mirrored objects, an erroneous answer option, of HAT compared to the LSA group (11.0 ± 4.7 vs. 17.8 ± 7.3 s, p = 0.020) in S conditions. In haptic conditions, HSA utilized a hand-object interaction strategy characterized as palpation, significantly less than the LSA group (23.2 ± 16.0 vs. 43.1 ± 21.5 percent, p = 0.022). Before this study, it was unclear whether haptic sensory inputs appended to the mental schema models of the CTML. These data suggest that if spatial abilities are challenged, LSA persons both benefit and utilize strategies beyond the classic CTML framework by using their hands as a third input channel. This data suggest haptic behaviors offer a third type of sensory memory resulting in improved cognitive performance.

Evaluation of Hafıza-i Saltanat theater play and activities in terms of history teaching

The aim of this study is to evaluate the Hafıza-i Saltanat theatre play and activities, which combines evidence-based learning and history-themed theatre, written based on archival documents, in terms of history teaching. In this study, firstly, Hafıza-i Saltanat theatre play and its activities were introduced. Then, the play was examined in the context of historical reality, 10th grade history course curriculum achievements and textbooks, and the activities of the play were examined with student opinions in the context of age, level, knowledge, skills and 10th grade history course curriculum achievements. Document analysis and holistic single case study design, which are qualitative research methods, were used in the study. While the text of the theatre play, video recording and activities were evaluated through document analysis, watching the play and implementing the activities were handled as a holistic single case. The study group consisted of a total of 19 volunteer students, 6 boys and 13 girls, studying at the 10th grade level of secondary education. The data collection tools of the study were the text of the Hafıza-i Saltanat theatre play, the video recording of the play, the activities of the play, the video recordings of the application and the researcher's observation notes. The data obtained from the data collection tools were analyzed by descriptive analysis method. As a result of the study, it was determined that the archival documents used in the play were taken from the Mühimme Books, where the records of the Divan-ı Hümayun were kept, and the issues that were not included in the documents were included in the fiction by considering the historical facts, and for this reason, the play was written and performed largely in parallel with the historical reality. At the same time, it has been determined that the play and its activities meet and gain the achievements of units 4, 5, 6 and 7 of the 10th Grade History Course Teaching Program. It has been concluded that the use of Hafıza-i Sultanate play and activities in history lessons is appropriate for the specified achievements and that it supports the evidence-based learning approach and provides students with the necessary knowledge and skills.

New Perspectives on Collective Collaboration Within and Between Change Laboratory Sessions

This article contributes new knowledge on collaboration within and between Change Laboratory sessions and how it offers the potential to support the zone of proximal development and the expansive learning of participants. The Change Laboratory is a formative intervention method that helps participants transform their practices. This qualitative study examines how six educators participating in a Change Laboratory intervention dealt with problems that arise when implementing digital artifacts in teaching mathematics. We collected data through participant observation between sessions and video recordings during sessions. We conducted the data analysis abductively, using the seven expansive learning actions as an analytical framework. The findings highlight how collaboration between the researcher and the participants, both during and between Change Laboratory sessions, helped support the participants’ zone of proximal development and expansive learning. This close collaboration enabled the educators to collectively reflect on and transform their teaching practices, specifically by incorporating digital artifacts into their educational routines. The study provides important insights into how digital artifacts can be successfully implemented in practice using Change Laboratories, emphasizing the importance of supporting educators in their zone of proximal development. Using a theoretical perspective grounded in cultural-historical activity theory, the study contributes to understanding how change occurs in the educational field.

Computer Vision-Driven Movement Annotations to Advance fNIRS Pre-Processing Algorithms.

Functional near-infrared spectroscopy (fNIRS) is beneficial for studying brain activity in naturalistic settings due to its tolerance for movement. However, residual motion artifacts still compromise fNIRS data quality and might lead to spurious results. Although some motion artifact correction algorithms have been proposed in the literature, their development and accurate evaluation have been challenged by the lack of ground truth information. This is because ground truth information is time- and labor-intensive to manually annotate. This work investigates the feasibility and reliability of a deep learning computer vision (CV) approach for automated detection and annotation of head movements from video recordings. Fifteen participants performed controlled head movements across three main rotational axes (head up/down, head left/right, bend left/right) at two speeds (fast and slow), and in different ways (half, complete, repeated movement). Sessions were video recorded and head movement information was obtained using a CV approach. A 1-dimensional UNet model (1D-UNet) that detects head movements from head orientation signals extracted via a pre-trained model (SynergyNet) was implemented. Movements were manually annotated as a ground truth for model evaluation. The model's performance was evaluated using the Jaccard index. The model showed comparable performance between the training and test sets (J train = 0.954; J test = 0.865). Moreover, it demonstrated good and consistent performance at annotating movement across movement axes and speeds. However, performance varied by movement type, with the best results being obtained for repeated (J test = 0.941), followed by complete (J test = 0.872), and then half movements (J test = 0.826). This study suggests that the proposed CV approach provides accurate ground truth movement information. Future research can rely on this CV approach to evaluate and improve fNIRS motion artifact correction algorithms.

Mixed experiences with online learning among neurodiverse youth: Evidence from video recordings of a longitudinal study

Mixed experiences with online learning among neurodiverse youth: Evidence from video recordings of a longitudinal study

Flipped Classroom in the Czech Republic

The Flipped Classroom approach, advocated since the 1990s by scholars such as Alison King, Eric Mazur, Maureen J. Lage, Glenn J. Platt, and Michael Treglia, involves students independently learning theoretical content before class via e-learning resources like video recordings and self-directed programmes. This allows educators to use class time for discussions and scaffolding as students engage in problem-solving tasks individually and in groups. Notable milestones include the establishment of Khan Academy in 2004, MEF University's adoption of flipped teaching in 2011, the founding of the Flipped Learning Network in 2016, and the extensive use of e-learning during the COVID-19 pandemic. This paper examines implementing a flipped classroom project in environmental education in the Czech Republic. In 2018, three academics from different universities initiated the flipping of environmental education courses. The research, framed as combined action research, employed a questionnaire as the primary tool. Data were collected twice: in 2021, at the end of mandatory online teaching due to the COVID-19 pandemic, and in 2024, after three years of regular education. Responses from 288 students were analysed using standard statistical methods, while open-ended responses from 82 students and interviews with four university lecturers were qualitatively assessed. The findings underscore the benefits of electronic materials, particularly students’ appreciation for interactive elements, time flexibility, and the ability to review content multiple times. Students' willingness to watch digital lectures at home decreased post-pandemic, and the perceived efficacy of this method was higher among students during the pandemic. Although students find the flipped classroom method effective, they favour its combination with traditional teaching methods. Educators, cognisant of the method's potential, interpret these results as indicative of “virtual environment fatigue”, noting students’ reluctance to prepare in advance as a significant barrier. They advocate for the widespread implementation of the flipped classroom model across faculties to optimise instruction and eliminate the need for switching between traditional and flipped approaches. This study offers a practical example and insights for educators seeking to integrate the flipped classroom methodology with e-learning tools into their teaching practices.

A Model for Collaborative Immersive Classroom Management Development Using Multi-user Virtual Reality

Classroom management has been ­­identified as a key challenge in becoming a teacher, as newly qualified teachers are overwhelmed by the complexity of professional teaching practice. This paper explores the transformative potential of immersive technologies in fostering a collaborative reflection and problem-solving space for the continued development of newly qualified teachers’ classroom management competencies – allowing newly qualified teachers to become better prepared for facing the unexpected, local, and situated challenges of becoming a teaching professional. Through iterative cycles of design-based research, we have developed a model of immersive collaborative classroom management training using multi-user Virtual Reality. The model consists of four phases: (1) 360-degree video recording, creating an immersive version of the classroom and the complex interactions that occur within it. (2) clip selection, giving teachers the ability to select clips that are relevant for them and their practice. (3) Multi-user Virtual Reality training, allowing teachers to get feedback on their selected clips and construct actionable knowledge together with local teaching supervisors (4) Debriefing, for ensuring the joint understanding and transfer of knowledge to practice. Through analysing teacher’s and supervisors’ meaning making processes of 18 selected video clips across five multi-user Virtual Reality training sessions, we uncover three main phases: Analysis, Abstraction, and Actionability. By being able to collaboratively watch, re-watch, and discuss selected video clips and moving between these three main phases, teachers and supervisors co-create actionable knowledge, creating an improved understanding of current practices, and supporting the ability to transform future practices. These findings contribute both theoretical insights and practical implications for educators and learning designers, emphasising the importance of creating social immersive reflective spaces in which real situations may be revisited in order to examine the intricacies of classroom practices, allowing newly qualified teachers to better engage with their profession.

Estrogen predicts multimodal emotion recognition accuracy across the menstrual cycle.

Researchers have proposed that variation in sex hormones across the menstrual cycle modulate the ability to recognize emotions in others. Existing research suggests that accuracy is higher during the follicular phase and ovulation compared to the luteal phase, but findings are inconsistent. Using a repeated measures design with a sample of healthy naturally cycling women (N = 63), we investigated whether emotion recognition accuracy varied between the follicular and luteal phases, and whether accuracy related to levels of estrogen (estradiol) and progesterone. Two tasks assessed recognition of a range of positive and negative emotions via brief video recordings presented in visual, auditory, and multimodal blocks, and non-linguistic vocalizations (e.g., laughter, sobs, and sighs). Multilevel models did not show differences in emotion recognition between cycle phases. However, coefficients for estrogen were significant for both emotion recognition tasks. Higher within-person levels of estrogen predicted lower accuracy, whereas higher between-person estrogen levels predicted greater accuracy. This suggests that in general having higher estrogen levels increases accuracy, but that higher-than-usual estrogen at a given time decreases it. Within-person estrogen further interacted with cycle phase for both tasks and showed a quadratic relationship with accuracy for the multimodal task. In particular, women with higher levels of estrogen were more accurate in the follicular phase and middle of the menstrual cycle. We propose that the differing role of within- and between-person hormone levels could explain some of the inconsistency in previous findings.

Enhancing Physical Science Education: The Integration of Digital Practical Work in Teaching Electrodynamics for Experiential Learning

Digital practical work (DPW) has emerged as a highly effective and indispensable component of science education, enhancing and extending traditional laboratory experiences. DPW aims to complement physical laboratory experiments, particularly those that teachers may find challenging to conduct or lack the confidence to perform. In this study, a content training workshop on electrodynamics was implemented to showcase DPW's effectiveness. The workshop was designed to equip in-service physical science teachers with the skills needed for integrating digital tools into their teaching methods. To gather comprehensive data, the study utilized video recordings, discussions, and evaluation reports, providing rich qualitative evidence of DPW's effectiveness. These methods captured teachers' understanding of electromagnetic concepts, their experiences, and their perceptions of DPW. The findings revealed that DPW significantly enhanced teachers' knowledge of electrodynamics and their awareness of effective digital pedagogy. The study strongly recommends integrating DPW into physical science teaching, particularly when traditional laboratory work is impractical. Unlike conventional teaching that merely transmits information, physical science education requires hands-on, practical observation to support theoretical concepts and promote meaningful learning. DPW bridges this gap, ensuring that students receive a robust and engaging science education, regardless of the constraints of the physical laboratory environment.

An Action Research on Basic Competence in Science and Technology in Social Studies Course

Social Studies course is one of the basic courses that prepare students for social life. Change and development have become important in science and technology in the present time. Social Studies course has found its place in the development and change in science and technology. Developments in science and technology are given in Social Studies course, considering the basic competences in science and technology. The aim of this research is to reveal the process of activities related to the basic competence area of social studies course regarding science and technology and to determine the views of students and teachers regarding this process. The research was designed in action research pattern which is one of the qualitative research methods. The research was conducted in the first and second semesters of 2022-2023 academic year. The participants of the research are 6th grade students and their social studies teacher. The data of the research, observation form, teacher and student diaries, student products, semi-structured interview forms were gathered via video recordings of the researcher in the process. Data analysis of the research was conducted using descriptive analysis method. In the research it was concluded that the activities conducted regarding basic competence in science and technology in social studies course entertained the students during the course, the course was better comprehended and the subjects were learned easily. In addition, it was concluded that the activities related to the basic competence in science and technology in Social Studies course improved students' ability to conduct research using scientific research process, and realized the importance of the scientific ethics concept, respect for labor and citing references. Considering the results of the research, recommendations for practitioners and researchers were made.

Effects of Varying Text Message Length and Driving Speed on the Disruptive Effects of Texting on Driving Simulator Performance: Differential Effects on Eye Glance Measures

Eye glance analysis and driving performance during texting while driving: Differential effects of varying driving speed versus text message length. Background and Objective. Texting while driving continues to be a significant public health concern. Eye glances off the roadway are a measure of the visual distraction associated with texting while driving. In the present study, we examined the effects of two ‘real-world’ factors relating to the adverse effects of texting on driving performance and eye glances off the roadway: (1) text message length and (2) driving speed. Methods. Subjects ‘drove’ a fixed-base simulator and read, typed and sent text messages while driving. In study #1, the driving speed was 60 mph and the effects of short (1 word) versus longer (8–10 words) texts were compared. In study #2, the text messages were short only and driving speed was 60 or 80 mph. Driving performance was assessed using the Standard Deviation of Lane Position (SDLP). Video recordings of the drivers’ faces were used to assess eye glances from the road to the phone—and back—during texting. Results. Texting while driving impaired driving performance as measured by SDLP, and both longer text messages and faster drive speeds made driving performance even worse. Analysis of the eye glance data, however, revealed different effects of these two manipulations. Specifically, longer text messages were associated with an increase in the number of eye glances to the phone during a text message episode, an increase in the total time spent with the eyes off the road, and an increase in the single longest eye glance from the road. Moreover, with longer text messages the longest single eye glance away from the road typically occurred at or near the end of the text message episode. In contrast, increasing driving speed to 80 mph did not affect any of these eye glance measures relative to driving at 60 mph. Conclusion and Application. Both text message length and driving speed while texting adversely affect driving performance, but they do so via different mechanisms. These results have implications for how to tailor “don’t text and drive” messaging to better serve the public health.

Applying conversation analysis to classroom interactions: students’ ‘oh’-prefaced utterances and the interactional management of explanations

ABSTRACT This study serves as an example of Conversation Analytic (CA) research with a focus on the interactional management of learning in classroom interactions, while simultaneously illustrating the several steps and procedures used for conducting these analyses. In this case, the method of CA is used to study students’ ‘oh’-prefaced utterances in one-to-one classroom interactions centred around explanations. The interactions are studied from the participants’ perspective by means of a turn-by-turn analysis of the selected fragments on the basis of video recordings and detailed transcripts, as is common practice in CA. This study aligns with previous CA research focusing on the details of classroom interaction relating to students’ learning processes. The results of the close analysis of the data provide insight into the orientation teachers and students show to interactionally exhibited knowledge displays in relation to the entire explanation activity they are involved in. This detailed analysis of one-to-one explanation interactions in secondary school classrooms provides insight into students’ learning processes as well as into the accompanying teacher practices.

The initial stage of the coalescence of a compound drop in an impact regime

The evolution of the regular fine structure of the colored matter distribution produced, when a freely falling multifluid drop spreads in deep water, is for the first time traced using the techniques of engineering photo and video recording. The flow pattern is studied in the initial stage of the formation of a cavity and a crown during the coalescence of a compound drop, whose core is a drop of alizarin ink solution coated with an oil shell. The distributions of the colored fluid at the cavity bottom and the crown walls include streaky structures, whose formation can be due to the processes of the available potential surface energy (APSE) conversion occurring when the contact surfaces of the merging fluids are eliminated. In the experiments the height of the falling drop was varied. The core position in the compound drop was not checked but was determined by separation conditions. The ink core disintegration into fibers was observable in all the experiments. The areas of the cavity and crown surfaces covered by the colored fluid reached maximum at the central position of the core.

СТАЦИОНАРНЫЕ КОМПЛЕКСЫ ФОТОВИДЕОФИКСАЦИИ ПРАВОНАРУШЕНИЙ ПДД КАК СПОСОБ БОРЬБЫ С АВАРИЙНОСТЬЮ

One of the leading methods of combating accidents is the use of technical means of automatic photo and video recording. The paper assesses the impact of stationary complexes on reducing the number of accidents on federal highways in the Altai Territory. Comparative analysis was chosen as the assessment method. The study was conducted using the example of accidents with victims and accidents with material damage.

Vibration-based mitigation of noxious-evoked responses to skin puncture in neonates and infants: a randomised controlled trial

ObjectiveTo assess the effect of a non-noxious vibratory stimulus on noxious-evoked cortical responses to skin puncture and to determine whether the presence of certain behavioural components may be used to...