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Eye movement modelling examples (EMME) are instructional videos that display a teacher’s eye movements as “gaze cursor” (e.g. a moving dot) superimposed on the learning task. This study investigated if previous findings on the beneficial effects of EMME would extend to online lecture videos and compared the effects of displaying the teacher’s gaze cursor with displaying the more traditional mouse cursor as a tool to guide learners’ attention. Novices (N = 124) studied a pre-recorded video lecture on how to model business processes in a 2 (mouse cursor absent/present) × 2 (gaze cursor absent/present) between-subjects design. Unexpectedly, we did not find significant effects of the presence of gaze or mouse cursors on mental effort and learning. However, participants who watched videos with the gaze cursor found it easier to follow the teacher. Overall, participants responded positively to the gaze cursor, especially when the mouse cursor was not displayed in the video.

Les videos pedagogiques presentent des benefices (e.g., animations, multi-modalite) mais egalement des contraintes a prendre en compte. Par exemple, en presence de sous-titres, un effet d’attention divisee peut apparaitre entre l’audio, le texte ecrit et les illustrations. Une solution serait de presenter des mots-cles a la place des sous-titres afin d’eviter une redondance inutile et de guider l’apprenant a selectionner l’information pertinente. Dans cette etude, 96 participants ont appris une video de 12 minutes avec ou sans sous-titres, et avec ou sans information mise en saillance (i.e., mots-cles). Les resultats n’ont montre aucun effet des sous-titres, mais les mots-cles ont un effet negatif sur la memorisation, la comprehension et le temps d’apprentissage. Ces resultats sont discutes en termes de strategies mises en place. Les apprenants n’auraient pas utilise les mots-cles pour les guider dans la selection de l’information, mais les auraient consideres comme remplacant ce processus, surestimant ainsi leur apprentissage.

This research aims to develop a practical and valid media video learning with Powtoon video in Science learning for fifth grade students SDN 08 Minangkabau oriented to Problem Based Learning (PBL). This research is included as Research and Development (R&D) using ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. This research is held on 2020/2021 academic year. Subjects of this research are three experts; material expert, media expert, and design expert, a fifth-grade teacher, and 16 fifth grade students. Instruments that are used in this research are expert validation sheet, teacher’s questionnaire sheet, and student’s questionnaire sheets. The result of this study shows that; 1) Media powtoon usage in Science learning oriented to Problem Based Learning (PBL) for fifth grade students SDN 08 Minangkabau is stated very valid by the experts with overall average score 92%, 2) Students and teacher’s responds result shows that Science learning with Powtoon media get average score 91,6% and 97,05%, both of them are categorized as very practical. As the result, it can be concluded that media video powtoon usage is very valid and practical in learning Science for fifth-grade elementary school students.

Under the current situation of epidemic prevention and control, to ensure the continuous progress of student learning, Chinese Ministry of Education put forward the initiative of "suspension of classes without suspension of school". Primary and secondary schools have adopted online learning at home for students to "open schools in the cloud. There is a big difference between online learning and classroom learning. In this process, problems such as increased teaching burden of teachers, lack of interaction between teachers and students, and students' lack of active learning are also exposed. Video learning are a new type of teaching resource. It can improve the efficiency of primary school mathematics teaching by using video learning reasonably. Based on the above analysis, the purpose of this research is to investigate the development of primary school students' logical reasoning ability through the use of video leanings for auxiliary teaching. The research method adopts the experimental method and is divided into the experimental class and control class. The subjects of the study were 72 students from a primary school in Indonesia. Experimental results show that video learning for auxiliary teaching can effectively develop students' logical reasoning ability.

In response to the COVID-19 pandemic, the emergency policy for online learning at home has been launched in China. Live video, prerecorded video, and their combination are the three main video lear...

In learning physics, it is very necessary to have the ability to understand concepts, especially in the midst of the Covid-19 pandemic. Education must continue to ensure the implementation of the learning process in accordance with their talents and interests and ensure student learning outcomes. The purpose of this research is to contribute to the teacher's contribution in improving the learning outcomes of class VIII Madrasah Tsanawiyah Pondok Pesantren Darul Arifin Jambi using the question and answer method assisted by video learning to improve student learning outcomes. This research is Classroom Action Research (CAR) using 2 cycles. Each cycle has 4 stages, namely planning, implementation, observation and reflection. The subjects in this study were all students of class VIII Madrasah Tsanawiyah Pondok Pesantren Darul Arifin Jambi City. The technique of collecting data is through observation and learning outcomes tests, with a minimum success indicator of 75% of students succeeding in the learning outcomes test. In the learning outcomes test, the average score of students is still low, namely 34.97 with a percentage of completeness of 5.88%, in the first cycle it increases to 63, with a completeness percentage of 52.94%, in the second cycle the average value becomes 76.47 with a completeness percentage of 82.35%

The aim of the study was to examine the relationship between the relationship between instructional videos and students' understanding of the learning material. Researchers create digital learning materials through video material (VBL), especially math in RPTRA. The researchers used correlation analysis to examine the relationship between the learning material in video form and the level of understanding of the students in the material. The method used by the researcher was to experiment with elementary-level children from various primary schools. Then, based on the experimental results, the correlation analysis test was performed to see the relationship between the student's understanding and the learning material through video. From the results of the assessment, it can be seen that the video material can help the understanding of the students and can also increase the motivation of the students in learning mathematics. Therefore, video learning can help students understand mathematics and help teachers teach mathematics in a more interesting way.

The ubiquity of mobile phones allows video content to be watched on the go. However, users' current on-the-go video learning experience on phones is encumbered by issues of toggling and managing attention between the video and surroundings, as informed by our initial qualitative study. To alleviate this, we explore how combining the emergent smart glasses (Optical Head-Mounted Display or OHMD) platform with a redesigned video presentation style can better distribute users' attention between learning and walking tasks. We evaluated three presentation techniques: highlighting, sequentiality, and data persistence to find that combining sequentiality and data persistence is highly effective, yielding a 56% higher immediate recall score compared to a static video presentation. We also compared the OHMD against smartphones to delineate the advantages of either platform for on-the-go video learning in the context of everyday mobility tasks. We found that OHMDs improved users' 7-day delayed recall scores by 17% while still allowing 5.6% faster walking speed, especially during complex mobility tasks. Based on the findings, we introduce Layered Serial Visual Presentation (LSVP) style, which incorporates sequentiality, strict data persistence, and transparent background, among other properties, for future OHMD-based on-the-go video learning.

In some traditional large-class classrooms, there are problems such as inactive teaching process and poor teaching pertinence, which makes some students who are easily distracted and have the poor receptive ability cannot keep up with the teaching progress and gradually become students with learning difficulties. This research method using pretest-posttest control group design. The sample of this research is the experimental class method there are 48 students and in the control class 48 students grade 7 junior high school students. based on the results, Micro-classes have the characteristics of short, compact and powerful, which can effectively help students with learning difficulties to learn and master mathematics efficiently within the effective learning time. Based on the characteristics of students with learning difficulties and micro-classes, the author explores the actual improvement effect of micro-classes on the mathematics learning of students with learning difficulties by designing micro-classes in a targeted manner and conducting comparative teaching experiments in the first two parallel classes.

A good education will create a good generation so that the lives of nations and countries will have a good effect. The purpose of this research is to analyze the influence of flipped classroom learning models assisted by Video Learning to improve problem solving skills and learning independence. The research method used is quantitative with quasy experimental design type. The sampling techniques in this study used randomized classroom techniques as experiment classes with flipped classroom learning models, control classes that used expository models. The data analysis technique used in this study is the Manova test with the conclusion that there is an influence on the use of flipped classroom learning models assisted by learning videos to improve solving skills. There is an influence on the use of flipped classroom learning models assisted by learning videos to improve learning independence. There is an influence on the use of flipped classroom learning models assisted by learning videos to improve mathematical problem solving skills and learning independence

Learning is important for students to build their foundation of knowledge that they can utilize in their future careers. Learning through videos is considered an effective tool for many students, the topic was well-reviewed by many researchers. This paper is going to explore the learning effectiveness of video in teaching business-related topics and will also include suggestions to improve teaching using video clips. The researcher is using Google Form survey as the main tool for data collection, simple descriptive statistics and T-Tests are used in this research. Indeed, the results show that learning through video is perceived as effective by students. A simple comparison between postgraduate and undergraduate students’ perceptions towards the learning effectiveness and improvements is also conducted in which they are indifferent in most variables.

The study aims to measure the level of students' understanding of ergonomics' principles with video. This research uses a descriptive quantitative method with the survey method. This research involved six students of the Faculty of Engineering and Vocational Education, especially Mechanical Engineering at Universiti Tun Hussein Onn Malaysia (UTHM). The data were obtained using a gradual questionnaire. The first stage before the respondent watched the learning video and after watching the ergonomic learning video for 15 minutes. The questionnaires were distributed randomly to students without choosing a gender. The instrument was compared before and after watching the video. The instrument was then analyzed using descriptive statistical analysis whereby the frequency and percentage are used to analyzed data. Learning video helps students to understand basic ergonomics principles easily. Input from the concept of this video is made to make fun and easy to understand by students. This study's purpose is achieved because it measures students' knowledge about the principle of ergonomics increasing after watching a video. The results show that student knowledge increases after watching the video Basic Ergonomics Principles at Work. Video learning can help students design a better understanding of basic ergonomics principles compared to entering the classroom.

Tujuan Penelitian: Learning media is closely related to the learning process. In the choice of teacher learning media must adjust to the level of development of learners. Animated video media can help learners understand the concept of science learning. Videos can explain the abstract conditions become real in the learning process. Therefore, this research and development is realized in the form of contextual-based animated video learning media at the intersection of science class V in elementary school that is practical and interesting. Metodologi: This research is a research and development with Model using DDD-E development model. This study aims to determine the development procedure, attractiveness, and practicality of contextual based animation video on science lesson class V in elementary school. Research subjects are students and teachers of class V SD Negeri 2 Kairatu. the results of this research and development were obtained through media validation, material validation, and the response of learners and teachers using a questionnaire on the development of contextual based animation video in the science lesson of class V in elementary school. Temuan Utama: The results of this research are context-based animated video on science class V lessons in elementary school that is valid, practical, and interesting. The validation results from the media validator obtained an average score of 4.1 in the "very valid" category. material validators got an average score of 4.6 in the "very valid" category. After being eligible for trial, the average score of 4.65 was obtained in the "very interesting" category for small group testing and the trials to teachers scored 4.6 in the "very practical" category. The conclusion of this research and development is context -based animated video on science class V in elementary school has valid validity level and validity and valid validity level. context-based animated video on science class V lessons in elementary school is practical when used by teachers and appeals to learners it was obtained from the results of questionnaire responses of teachers and learners

Considerable research has been conducted globally showing how study results are substantially conditional to the interest and productivity of a learner in the studies and the emotions and stress the learner experiences. Scholars emphasize that learning should be pleasing, enticing, and emotionally positive leading to increased effectiveness of the studying. Tests were conducted regarding the effectiveness of the MSc Property management studies process among students. Development of the ARTSY Model involved five iterative phases over the course of the research. ARTSY Model, intelligent and physiological technologies that had helped as the foundation for creating the Affect-based, Multimodal, Video Tutoring System for a Neuromarketing (ARTSY) were applied for this research. The research motivation and one of the main purposes are to increase students learning productivity, interest, emotions and decrease stress levels. According to this research motivation, ARTSY was developed. Upon comparison with the most advanced, existing affective tutoring systems, two innovative elements are distinguishing ARTSY. First, automatic means to develop and select the most effective variants from thousands of textual and video learning material alternatives by considering learner interest, productivity and stress levels. Secondly, exams or tests are unnecessary for assessing student knowledge levels by employing the newly developed Calculating a Student’s Self-assessment Grade. ARTSY’s future betterments are expected to achieve comprehensive and dependable, real-time information, not only about student needs but also about existing opportunities. A consequent outcome could be greater flexibility in the study process for students. This paper composed of Introduction (Section 1), Research background (Section 2), ARTSY Model description (Section 3) and the Construction of ARTSY (Section 4). The conclusions and notes for future study provide the ending to this article in Section 5.

This research was conducted based on the fact that the low ability of teachers in making learning media had an effect on school quality. The purpose of this study was to determine the increase in the ability of teachers to make instructional videos based on the Microsoft PowerPoint application on Teacher Elementary school workshops. This research is a descriptive quantitative research with a population of 25 people. The data collection technique in this study uses a questionnaire method. The results showed that the workshop for making instructional media could improve the ability of teachers to create and use video learning media based on the Microsoft PowerPoint application. Researchers suggest that Microsoft PowerPoint can be used by teachers in making instructional videos.

French Language subject is one of the optional subjects at High school. Process of learning in classroom needs the correct learning media related to student characteristic, explained material and the condition of supported facility to make an effective learning process. Within the right learning media, it will lead student to better learning outcomes. This research has a purpose to analyse student needs and teacher needs toward video learning media using French Language material for second grade class of Social Science-I and its result of learning media video development in the first semester. This research used descriptive qualitative analysis technique, which means a research method that described the reality or fact based on the obtained data with a purpose to understand student learning outcomes and to obtain student responses toward learning activities during the process of learning. The result of this research showed that media video can be effective to improve student learning activities and process. It can be seen by the increase number on very active student category from 7.89% on early cycle, increase to 15.79% in cycle I and 31.58% in cycle II. It was proven by the number of students who were very active in the learning process from 7.89% in the initial cycle, increasing to 15.79% and becoming 31.58% in the second cycle. Thus, based on the result it can be concluded that Media video learning is a good help to improve student participation in studying French Language of second grade class Social Science-1 at State High School 1 in Bandar.

The community service aimed to provide the skills for Eka Kaharap kindergarten’s teachers in the village of Sigi in creating an exciting, creative and innovative learning media. Through appropriate media, the students have a better understanding of the subject matter. By mastering the skill, it was expected that teachers of Eka Kaharap Kindergarten would be able to create and develop Powtoon-based video media as a classroom learning tool in the future. This community service activity consisted of 2 stages, namely socialization and training. The socialization and research activities were attended by teachers of Eka Kaharap kindergarten. Moreover, a module of Poutoon application as a kindergarten learning media was used as the training material. The evaluation indicator of the activity was the ability of the trainees to design and develop Powtoon-based video learning media in accordance with the kindergarten learning subject.

Autonomous learning materials play a vital role in developing students’ autonomy. By providing students with appropriate autonomous learning materials to meet their self-diagnosis learning needs, this can effectively improve students’ academic performance. During the COVID-19 pandemic, students’ learning changed from offline to online. However, in this pro-cess, how should teachers and students choose in the face of the rich autonomous learning materials online? This study took students from two elementary schools in Ningbo of Zhejiang Province as the research objects to determine whether autonomous learning materials are conducive to students’ autonomous learning. Further, under the same background, answered whether different autonomous learning materials have different effects on student performance. We selected a total of 449 students in the second and fifth grades of the two elementary schools, and after excluding extreme values, 229 were enrolled in the experimental group and 220 were in the control group. The study found that (i) under the influence of COVID-19, the use of autonomous learning materials was effective for most disciplines; (ii) compared with audio and video learning materials, protocol-guided learning materials improved students’ academic performance much higher. Based on this, we suggest that in the teaching process, teach-ers should select and use autonomous learning materials in a targeted manner to achieve the purpose of promoting learning.

This study aims to determine the effectiveness and practicality of interactive video-based PowerPoint media implemented in learning. This research and development phase refers to the Research and Development (R&D) method. The assessment instruments consist of: (1) Validity instruments in the form of validity assessment instruments based on interactive video PowerPoint media; (2). Practicality instruments in the form of questionnaires for teacher and student responses to interactive video-based PowerPoint media; and (3) Effectiveness instruments in the form of observations of learning outcomes and student learning outcomes. Based on data analysis, obtained an average level of media validity of 3.99 and included in the valid criteria. Also, the practicality test results are seen from the teacher's response to learning by 4.4 and the response of students by 3.46 with practical criteria. This is supported by the results of students' learning tests on the use of interactive video-based PowerPoint media with an average score of students learning outcomes of 70.29. Therefore, it can be concluded that the interactive video-based PowerPoint media developed is effective and practical in the implementation of learning. On the other hand, the development of this media focuses on the concept of integrated learning video learning using PowerPoint and concentrates on interactive learning.

TPA has a goal to improve students' ability to read, write, understand and practice the Qur'an. At TPA Nurul Huda, which is located in Bendo Hamlet, RT 03, RW 04, Karanganyar Village/Sub-district, Ngawi Regency has a problem, namely the low memorization ability of students. This is caused by several factors, including the heterogeneity of children's ages between 5 and 12 years, unattractive media and teachers who have difficulty finding ways to improve children's ability to memorize the Qur'an. The purpose of this community service PKM activity is to provide solutions to the problems experienced by TPA Nurul Huda. The solution given is an animated video learning media called Al-Qur’an Memorization Animation. Service activities are carried out for 4 months starting from June to September 2021. The methods used in this service are socialization, training (implementation), mentoring, measurement, and regeneration. The result of this activity is that the children of TPA Nurul Huda experienced a significant increase in memorizing the Qur'an as indicated by the pretest and posttest assessments.

This study developed a video playing system that incorporated two signaling devices, headings and table of contents, for supporting video learning and navigation. An experiment was conducted for un...

feasible to be applied as learning media for C ++ Basic Programming,and knowing the feasibility of interactive video tutorial learning media to be applied as basic programming learning media for the University Hamzanwadi Program Study Education Informatics. This research is a research and development. The development model used is the ADDIE development model. The type of data used is quantitative and data collection techniques using a questionnaire. The data analysis technique in this research is quantitative descriptive. The results showed that the results of interactive tutorial video learning media products stated that it was appropriate to be used according to material experts with a percentage of 85% while according to media experts it was declared very feasible with a percentage of 89% and the results of user responses were stated to be Very High with a percentage of 83%. Thus the interactive video tutorial learning media is very feasible to be used as a learning media.

This study aims to gather information about the needs of elementary school teachers in the application of effective mathematics learning. This research is part of a research entitled Development of Learning Videos Based on Contextual Teaching and Learning Approaches to Improve Student Learning Outcomes of Primary Schools in Palembang City. The method used is research and development in the form of survey data. The survey method was carried out using a questionnaire in the Google form on 39 teachers in Palembang. The results of the distribution of the questionnaire interpreted that elementary school teachers were in dire need of media, especially in the form of contextual based mathematics learning videos. The conclusion of this research is the need for the development of learning videos to facilitate teachers in teaching contextual mathematics so that it will have a good impact on learning outcomes of elementary school students.

This research is motivated by a problem found in class VII SLB Negeri 2 Padang in moderate retardation students in January 2019. Researchers found a student who could not wash their hands properly. This study aims to determine whether the training method using effective learning videos to improve the ability to wash hands. This study uses a class action research method consisting of two cycles, each cycle consisting of planning, action, observation and reflection. The results of the study in the initial conditions were 12.90%. After the first cycle, the results of the first meeting (22.58%), the second meeting (32.25%), the third meeting (38.70%) and the fourth meeting (48.38). The results of the second cycle of the first meeting (58.06%), the second meeting (67.74%), the third meeting (74.19%) and the fourth meeting (77.41%). These results indicate that the training method using video learning can improve the ability to wash hands for mentally retarded students in the moderate category. From these results it can be seen that the training method with learning videos can improve the ability to wash hands.

In material social problems, students have difficulty digesting and identifying social problems in their surrounding environment. One alternative so that learning can take place efficiently and easily understood is to use learning video media. The subjects of this study were all fourth grade students of Public Elementary School (SDN) 135911 Tanjungbalai. The result shows that the development of learning video media was validated by 3 experts namely material experts, linguists and media experts. Appraisal by material experts obtained a value with a very good category (93%), the assessment by linguists obtained a value with a very good category (92.22%) and the assessment by media experts obtained a value with a good category (87.37%). A total of 9 students (45%) gave a very good assessment of the learning videos developed and as many as 11 students (55%) gave a good assessment of the learning videos developed and the learning video media were considered to be feasible to be developed.

The aim of this study was to retrospective analyzed improvement of technical skills after 30 consecutive videos cases during young surgeons training or training during a novel procedure using YouTube and other platforms such as a potential training aid for young surgeons. Since 1999, when DiNucci et al coined the term ‘Web 2.0’, surgeons have used online platforms to interact with each other, YouTube is one of these platforms and is becoming one of the most important sources of internet-based medical information. The use of interactive videos has changed teaching of surgery. Videos should be used in addition to standard techniques in the surgical education and seem to reduce learning curves for complex procedures, seem to have the potential to identify variations in operative technique as well as their impact on patient outcomes. In this way, surgical training is evolving and Surgical Video Learning (SVL) is became an emerging concept in surgery. YouTube is a potential training aid for young surgeons, but it is important to assess the quality of videos and to use a video-learning criteria to do this. During Literature research we noticed that assessment of the quality of videos and video-learning criteria were necessary. SVL has advantages on the teaching but has many disadvantages because the use of very short videos, not step by step procedures, not correct procedure and because of low quality video. For these reasons, some authors talked about if video learning is a foe not a friend in learning point for surgeons. We selected videos based on number of views, on lengths of the videos between 5 and over 10 minutes; sources of the videos (primary center), quality of view. We reviewed the current evidence for the video-based surgical education methods, discussing the advantages and disadvantages on the teaching of technical and nontechnical surgical skills and propose a criteria of 30 videos for each surgical procedure to improve learning curve, called “Virtual Learning Curve” (VLC).

Video has become an essential medium for learning. However, there are challenges when using traditional methods to measure how learners attend to lecture videos in video learning analytics, such as difficulty in capturing learners’ attention at a fine-grained level. Therefore, in this paper, we propose a gaze-based metric—“with-me-ness direction” that can measure how learners’ gaze-direction changes when they listen to the instructor’s dialogues in a video-lecture. We analyze the gaze data of 45 participants as they watched a video lecture and measured both the sequences of with-me-ness direction and proportion of time a participant spent looking in each direction throughout the lecture at different levels. We found that although the majority of the time participants followed the instructor’s dialogues, their behaviour of looking-ahead, looking-behind or looking-outside differed by their prior knowledge. These findings open the possibility of using eye-tracking to measure learners’ video-watching attention patterns and examine factors that can influence their attention, thereby helping instructors to design effective learning materials.

Background Both simulation-based training and video-based training serve as educational adjuncts for learning TEE among medical students. In the present study, we hypothesized that simulation-based training would better enhance the performance of medical students in the interpretation of 20 cross-sectional views compared to video-based training. Methods A total of 120 4th-year undergraduate medical students were enrolled in the present study. The study began with a pre-test of all the participants, followed by a 90-min theoretical lecture and a post-test. Subsequently, the participants were randomly divided into the video-based group (Group V) and simulation-based group (Group S). Next, Group V received 60 min of TEE video learning, while Group S received 60 min of TEE simulator training. After the respective training, both the groups undertook the retention-test 1 and retention-test 2, 1 week and 1 month later, respectively. The performance for each test was evaluated by five views, which were selected randomly and, respectively, from a set of 20 cross-sectional views. The primary outcome was the performance of the retention-test 1. Secondary outcomes included: (1) comparison the performances of the pre-test, post-test, and retention-test 2 between two groups; (2) comparison the performances of pre-test and post-test in the same group; (3) comparison the performances of retention-test 1, and retention-test 2 in the same group. Results Better performances were observed in Group S in both retention-test 1 (Group V: 63.2 [52.6, 77.6] vs. Group S: 89.5 [68.4, 100.0], P P P = 0.825) or post-test (Group V: 46.2 [38.5, 57.7] vs. Group S: 44.2 [38.5, 56.7], P = 0.694) between the two groups. The improvement had been observed in the post-test, compared with pre-test in the same group, respectively (Group V in post-test: 46.2 [38.5, 57.7] vs. Group V in pre-test: 8.3 [4.2, 12.5], P P P = 0.005; Group S in retention-test 2: 74.0 [64.0, 80.0] vs. Group S in retention-test 1: 89.5 [68.4, 100.0], P Conclusions Following a 90-min theoretical lecture, simulation-based training better enhanced the performance of medical students in the interpretation and short-term retention of 20 cross-sectional views compared to video-based training. Trial registration http://www.chictr.org.cn (ChiCTR2000033519, 3/June/2020).

Objective To explore how video learning strategies influence students' Flipped learning (FL) achievement, deep approach to learning (DAL) and lifelong learning (LL) orientations and how DAL and LL can be promoted. Methods Data were collected from 65 dental students enrolled in a 21-week clinical periodontology course. Partial least squares structural equation modeling was conducted to investigate factors and pathways affecting FL achievement, DAL, and LL. Results FL achievement was predicted by repeated and in-advance video learning strategies. In-advance, meticulous, and expanded video learning strategies directly influenced DAL, and indirectly influenced LL via DAL. LL was not affected by any of the video learning strategies but by the DAL. Conclusion This study implies that mere implementation of FL may not guarantee more developed DAL and enhanced LL. Redesigning a course with FL should entail revisiting and revising student assessment. LL is an inclusive approach that requires the long-term cultivation of meaning, experience, insight, learning, and practice.

This paper examines the effect of explicitly presenting types of questions to students in an online learning environment. In our setting, people are shown online videos for lectures and then asked to raise questions. We compare the collected questions with those collected in the same situation but without presenting types of questions. We find that presenting types of questions improves the quality of questions, but does not increase the number of questions raised.

Animal usage plays a central role in Veterinary Sciencewhere millions of animals are used to train students. TeachingVeterinary Anatomy involves sacrificing live animals andembalming them for dissection. It is a highly controversialissue unique to modern science though it lead to many scientificbreakthroughs. A major ethical controversy in this regard is thatit mostly involves pain, suffering and discomfort. Compassionand respect for animals have to be an integral part of veterinaryeducation. Animal welfare encompasses both the physical andpsychological states of the animal. Humane Education was along felt valued need, and teaching objectives need to be metusing non-animal alternatives. This study proposes to phase outsacrifice of animals for teaching, set up an ethically sourcedcadaver-donation programme, develop humane embalmingtechniques, prepare humane non-animal alternatives anddigitalize laboratories to improve teaching-learning skills.Willed-Body Programme as an alternative to healthy animalsacrifice with dissections on ethically sourced donated cadaverswas established. Alternate modes for dissection and humaneexperimental embalming techniques were conducted onethically sourced cadavers using different embalming fluids.Cadaver storage in hazardous formalin was minimized byusing freezers. Innovative teakwood non-animal educationalmodels and video learning resources were prepared. Digitalizedgross anatomy & histology laboratories were established usingHDMI technology. An anatomy youtube channel was launched.A national workshop as an outreach programme was organizedand feedback was obtained. Our studies showed that learningoutcomes generated through humane alternatives were aseffective as those achieved through traditional methods.

Teaching and learning complex fields of knowledge, including engineering, is rarely easy, particularly because of rapid changes and high interdependences among different topics. In addition, learners are increasingly heterogeneous in terms of different experiences and levels of knowledge. Not dealing with increasingly heterogeneous learners appropriately may result in high dropout rates and poor training quality. A possible way out is addressing learners more individually. Hopefully, digital learning offers, such as video platforms, will help to convey knowledge better and more individually through a broader learning offer. But learners with different levels of knowledge need different starting points into a course based on their level of knowledge. Thus, a crucial problem is finding the most appropriate starting point for learners in such environments. This paper presents a novel approach to identify individual starting points in online video courses for learners with different levels of knowledge. The underlying algorithm identifies topics that are most useful for the concrete learner at the beginning of the course in order to introduce a new field of knowledge appropriately.

Because of the rapid aging of the world's population, the educational resources available to the future elderly are expected to become increasingly stretched, while their educational needs will continue to rise. The development of the mobile Internet will, therefore, be an important breakthrough in our attempts to solve this problem. In the context of mobile Internet, this research was meant to probe the extent to which elderly people in the future are likely to accept short-video learning that uses IBM SPSS Statistics26 software by analyzing the correlation between influencing factors and acceptability, based on the collected data from quantitative questionnaires (124 copies). The results show that the future elderly will remain neutral and will neither accept nor reject learning through short videos. What we have found is that the main factor affecting the future of online learning for the elderly is unskilled use of smartphones. The most important thing for the future elderly is to familiarize themselves with the content of what they are going to learn and the cost of the learning time involved. The research results deepen our insight in the attitudes of the future elderly with regard to learning through short videos, and may be used as a foundation for the design and development of short-video learning platforms for them.

The purpose of this study is to describe the results of the results of the analysis of the ability to understand social science concepts in the material "economic activity" when using video learning with an online system in class IV.3 SDN Pakujajar CBM. The research method used is descriptive qualitative method. Data collection techniques used were interviews and documentation. The writer acts as an instrument of data collection.Data analysis techniques used are according to Miles and Huberman, namely data reduction, data display, and conclusion drawing / verification. The research subjects used were grade IV.3 students in the 2019/2020 school year. The number of students is 25 people. The results showed that the ability to understand social science concepts in economic activity material, 7 students got the highest score, while 1 student got a grade less than KKM. All indicators can be mastered by students, but there are several categories, namely high to very high. The very high category can be combated as much as 96% in the exemplary indicator.

The purpose of this study is to describe the results of the analysis of the ability to understand cognitive mathematics in the material "angles" when using video learning with an online system in class IV B SDN Pintukisi Sukabumi City. The research method used is descriptive qualitative method. Data collection techniques used were interviews and documentation. The writer acts as an instrument for collecting data. Data analysis techniques used are according to Miles and Huberman which consists of data reduction, data display, and Conclusion Drawing/Verification. The research subjects used were grade IV B students in the 2019/2020 school year. The number of students is 20 people. The results showed how to understand mathematics in the angles material, 2 students got the highest grades and 12 students got grades less than KKM.The results revealed that the cognitive understanding ability of students in class IV B based on the first indicator can be categorized high, the second indicator is categorized high, and the third indicator can be said to be very low.

This study generally aims to determine the effect of the use of learning media on the learning outcomes of the "events in life" theme of Class V students of SD Negeri 3 Muntoi, and specifically aims to find out the differences in learning outcomes of groups of Class V students of SD Negeri 3 Muntoi who use video learning media compared to the learning outcomes of groups that did not use video learning media on the themes of "events in life" of the sub-themes "nationalism events of colonialism". This study uses an experimental method with dependent variable (Y) is the result of learning the theme of events in the lives of fifth grade elementary school students, and the independent variable (X) is the use of instructional media. Learning outcomes data were collected through learning outcomes tests. Learning outcomes tests are carried out in written form. Data analysis technique is hypothesis testing using a two-tailed test with the t-test formula with pooled variants. Based on the results of research and discussion, it can be concluded that there are differences in learning outcomes of groups of students who use computer-assisted learning media, in this case video compared to learning outcomes of groups of students who do not use computer-assisted learning media, where the average learning outcomes of groups of students in grade V SD in learning the themes of events in the life of the sub-nationalism event themes of colonialism using video learning media is higher than the average learning outcomes of groups of students in the class who do not use video learning.Keywords: learning outcomes, video learning media

This research purposed to analyze the effect of video learning of civic education about state which was manipulated by experiment group (audio visual method use video) and control group (conventional method use teacher) to gain students knowledge. The samples of the study were fourty students in Satu Atap Lontar Junior High School who had not implemented the audio visual (video) learning method. This study applied an experimental design with pretest and posttest design. The results score of experiment group pretest means are 5.35 and posttest means are 6.2. The increase of knowledge generated from this method was 8.8%, after that, we do the paired t test and did not show any significance at all. Different results were obtained by the control group, with a pretest means are 7.65 and posttest means are 9.1. The increased of this method was 19.7%, after that, we do the paired t test and show the real significant with p

This work demonstrated shows the use of the Cozmo robot as a tool to engage and teach about traffic rules to younger children in a fun and interactive manner in Pakistan. This was the first effort of its kind to encourage traffic rules learning in children through using the social robot in the schools of Pakistan. Our ongoing work is towards understanding the social impact of this effort, mainly, finding whether children post-learning question parents about the traffic violation. We achieve this by creating a curriculum for social robots to teach about traffic rules at schools in Pakistan.

Latar belakang penelitian ini adalah banyaknya guru yang mengajar menggunakan metode pembelajaran konvensional tanpa memanfaatkan perkembangan teknologi. Peneliti berupaya melakukan workshop untuk meningkatkan kreativitas guru dalam membuat video pembelajaran. Penelitian ini merupakan penelitian tindakan kelas yang dilakukan pada guru SDN 006 Mandau pada semester ganjil tahun pelajaran 2019-2020. Instrumen yang digunakan adalah lembar observasi. Hasil penelitian pada siklus I menujukkan persentase kreativitas guru dalam membuat video pembelajaran adalah sebesar 56,24% dengan kategori sedang, setelah dilakukan perbaikan maka pada siklus II meningkat menjadi 76,03% yang termasuk dalam kategori tinggi. Berdasarkan hasil penelitian dapat disimpulkan bahwa kreativitas guru dalam membuat video pembelajaran mengalami peningkatan melalui workshop.

Previous research in Chinese L2 learning has shown that video learning is an effective way to engage students, especially for learning social realities such as cultural values (e.g., dating practices). Chinese L2 learners commonly have experience with learning social realities from videos, including textbook videos, television dramas, music clips and talk shows Using the lens of internalization, this qualitative study provides a detailed interpretation of what video offered its Chinese L2 participants and what challenges the participants experienced learning about social realities. This article discusses three focused cases with 12 interviews, 30 observations, 3 clip-elicitation conversations, and documents (including memos and field notes). Use of a three-phase Constant Comparative Method (CCM) revealed that the learning processes of Chinese L2 learners displayed similarities and differences. Participants had distinctive trajectories in their learning of social realities. Implications for Chinese L2 research and education are discussed.