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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...

Despite the numerous reported benefits of implementing technology-enhanced learning (TEL) strategies in sport coaching, and advancements in the ‘user-friendliness’ of technologies available to huma...

The growth of live video streaming (LVS) technology provides new possibilities for online tutoring in that it accommodates a massive number of learners simultaneously. Questions still exist, howeve...

Many existing mobile robotic telepresence systems have equipped with two cameras, one is a forward-facing camera for video communication, and the other is a downward-facing camera for robot navigat...

Purpose To assess the feasibility, safety, and effectiveness of a VIrtual PulmonAry Rehabilitation (VIPAR) program in a real-world setting. Patients and methods Twenty-one patients with stable chronic lung disease at a spoke site received (VIPAR) through live video conferencing with a hub where 24 patients were receiving 14 sessions of standard, outpatient, multi-disciplinary pulmonary rehabilitation (PR) in a hospital. We studied three such consecutive PR programs with 6-10 patients at each site. The hub had a senior physiotherapist, occupational therapist, exercise assistant, and guest lecturer, and the spoke usually had only an exercise instructor and nurse present. Uptake, adverse events (AEs), and early clinical changes were compared within and between groups. Travel distances were estimated using zip codes. Results Mean attendance was 11.0 sessions in the hub and 10.5 sessions in the spoke (P=0.65). There was a single (mild) AE (hypoglycemia) in all three hub programs and no AEs in the three spoke programs. Mean COPD Assessment Test scores improved from 25.3 to 21.5 in the hub (P

E-retailers are embracing new digital marketing strategies to provide more authentic information to their customers. This research examines the impact of live video streaming (LVS), defined as broa...

Thee Commons sat patiently in their backstage trailer, sipping beer and watching eight screens with eight different live video feeds of performances occurring elsewhere on the festival grounds. The...

To endure the escalating demand of wireless broadband applications such as high-definition videos, live video streaming in 4G/beyond 4G cellular networks (5G), Device-to-Device (D2D) communication ...

The possibilities of panoramic video are based on the capabilities of high-resolution digital video streams and higher bandwidth's opportunities to broadcast, stream and transfer large content acro...

Teachers use remote labs and simulations to augment or even replace hands-on science learning. We compared undergraduate students’ experiences with a remote lab and a simulation to investigate beliefs about and learning from the interactions. Although learning occurred in both groups, students were more deeply engaged while performing the remote lab. Remote lab users felt and behaved as though they completed a real scientific experiment. We also examined whether realistic visualizations improved the psychological and learning experiences for each lab. Students who watched live video of the device collecting their data in the remote lab felt most engaged with the task, suggesting that it is the combination of the realistic lab and realistic video that was of the greatest benefit.

Civil and natural resources engineering students at the University of Canterbury, New Zealand, take specific courses requiring small group research projects and the presentation of findings to staff and peers. Although one of the aims of these presentations is to assist in the development of the students’ communication skills, staff have raised concerns over their effectiveness for this purpose. The Virtual‐i Presenter (ViP) software was created to allow students to pre‐record and review their presentations through live video capture synchronised to a slide presentation. With no video‐editing facility available, students were required to repeat recordings which they judged unsatisfactory before submitting their work for staff and peer review. This article reports on the experience and outcomes from 97 students in two groups using the ViP software. Few students reported the lack of video‐editing facilities problematic. Eighty per cent of the students using the software reported a positive experience with a...

The overall aim of the experiment reported here was to establish whether self‐recognition in live video can be facilitated when live video training is provided to children aged 2–2.5 years. While the majority of children failed the test of live self‐recognition prior to video training, more than half exhibited live self‐recognition post video training. Children who failed the live video self‐recognition tasks passed the test of mirror self‐recognition. The findings are discussed in light of a video deficit and the potential role of pre‐test training in facilitating self‐recognition in live video by young children.

Understanding road features such as position and color of lane markings in a live video captured from a moving vehicle is essential in building video-based car navigation systems. In this article, the authors present a framework to detect road features in 2 difficult situations: (a) ambiguous road surface conditions (i.e., damaged roads and occluded lane markings caused by the presence of other vehicles on the road) and (b) poor illumination conditions (e.g., backlight, during sunset). Furthermore, to understand the lane number that a driver is driving on, the authors present a Bayesian network (BN) model, which is necessary to support more sophisticated navigation services for drivers such as recommending lane change at an appropriate time before turning left or right at the next intersection. In the proposed BN approach, evidence from (1) a computer vision engine (e.g., lane-color detection) and (2) a navigation database (e.g., the total number of lanes) was fused to more accurately decide the lane numb...

In two experiments, we explored whether 2.5-year-olds can use delayed video information to locate objects placed somewhere covertly after first being given pre-test video experience. Our findings revealed that children had little difficulty passing a surprise-object task, that is, a teddy bear hidden in a box that was placed behind the child and hence only visible in the delayed video. In contrast, the children did not pass the surprise-mark task or delayed self-recognition (DSR) task, even with pre-test video training. Similarly, delayed self-image experience and pre-test video training did not facilitate DSR performance in 2.5-year-olds. Children were also just as likely to fail a live video self-recognition task, suggesting that object-retrieval tasks pertaining to self using video information are difficult for children at this age. The findings are discussed in light of possible changes in representational capabilities; the implications for the development of a temporally extended self are also noted.

A number of leading German theatre artists have in recent years pursued extensive experimentation with the interaction of the live body and various technologies. This has profoundly affected both traditional conceptions of theatrical space and of the body of the performer. This essay focuses upon the effects of phenomenological interplay between physical and virtual bodies in recent productions by Frank Castorf, Rene Pollesch at the Volksbuhne and the associated Prater in Berlin. The incorporation of live video into performance began in a relatively modest manner in Castorf productions of the late 1980s, but by the end of the century had become one of the leading characteristics of Castorf's work, especially in his major adaptations of Dostoevsky and Bulgakov. In the opening years of the new century Pollesch brought such work to similar prominence at the Volksbuhne's experimental annex, the Prater, with his highly acclaimed Prater Trilogy of 2001. More recent productions, such as Pollesch's 2003 ...

A studio classroom involves few traditional lectures. Instead it emphasizes collaborative/cooperative learning and active learning. The instructor acts as a facilitator while the students work together to learn. In Geology courses involving petrographic microscopes, engaging students in cooperative learning may be problematic. Microscopy traditionally involves individual students using seperate petrographic microscopes. Digital microscopy using digital cameras to provide live video feed to a video monitor can help change a microscopy lab into a studio-style classroom. Students can work together on labs, teach each other to identify common rock-forming minerals, and piece together geologic histories and environment of formations in a highly collaborative environment. Once students adjust to the classroom environment, studio-style work carries over easily into class activities that don't necessarily involve the microscope. Studio classrooms promote higher test scores and students learn the importance of gro...

Digitally capturing and displaying real-time images of people in public places raises concerns for individual privacy. Applying principles of Value Sensitive Design, we conducted two studies of people's social judgments about this topic. In Study I, 750 people were surveyed as they walked through a public plaza that was being captured by a HDTV camera and displayed in real-time in the office of a building overlooking the plaza. In Study II, 120 individuals were interviewed about the same topic. Moreover, Study II controlled for whether the participant was a direct stakeholder of the technology (inside the office watching people on the HDTV large-plasma display window) or an indirect stakeholder (being watched in the public venue). Taking both studies together, results showed the following: (a) the majority of participants upheld some modicum of privacy in public; (b) people's privacy judgments were not a one-dimensional construct, but often involved considerations based on physical harm, psychological wellbeing, and informed consent; and (c) more women than men expressed concerns about the installation, and, unlike the men, equally brought forward their concerns whether they were The Watcher or The Watched.

Computer-based therapy is a potential treatment delivery method to help reach many adolescents who have an anxiety disorder but who do not access traditional psychological services. At Macquarie University's Anxiety Research Unit we have developed Cool Teens, a computer-based, self-help program for this audience. The aim of this study was to examine adolescents' presentation ratings, multimedia preferences, and attitudes to a prototype version of the Cool Teens CD-ROM. Nine adolescents who had previously been treated for an anxiety disorder and 13 non-clinical teens used the prototype and completed a feedback questionnaire. Participants rated all multimedia components positively, but showed a preference for live video in some sections. They reported the CD-ROM was easy to use and visually appealing. The adolescents who had previously been through group treatment all reported they would use a program such as Cool Teens either to prepare or to practice following group sessions. Three of these nine participants reported a preference to use a CDROM instead of attending group therapy. We conclude that interactive computer-based cognitive behavioural therapy may be an acceptable method of delivering treatment to some adolescents.

The 29th Annual Meeting of the World Federation of Taiwanese Associations (WFTA) began on the morning of August 3, 2002 in Tokyo, Japan. President Chen Shui-bian delivered the opening address to the meeting via live video link from the Presidential Office in Taipei. Lin Jianliang, chairman of the Taiwanese Association of Japan, and Guo Zhongguo, chairman of the WFTA, introduced the participants and chairpersons of Taiwanese associations from various countries to the president through the live video link.

This research investigated the development of visual self-recognition in infancy. Prior research has investigated infants' self-perception in mirror or live video stimulation in which visual-proprioceptive contingency is available. No research, however, has addressed the young infants' ability to recognize his or her own face on the basis of featural information. Infants of 2, 3, 5, and 8 months of age viewed video films of their own face side by side with that of a peer. The faces were presented under both moving and still conditions. Results indicated that by the age of 3 months, infants discriminated the self from the peer and demonstrated a significant visual preference for the face of the peer. This suggests that infants already are familiar with their own visual appearance by 3 months of age. Given that most infants had received at least daily exposure to their mirror image, it was hypothesized that featural recognition of the self developed through mirror exposure. It was further suggested that vie...