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This study investigated the impact of problematization-oriented scaffolding and structuring-oriented scaffolding, incorporated within instructional videos, on students' computational thinking and their performance in programming education. We recruited 86 participants from three senior classes at a high school. Each of the three classes was assigned to one of the experimental conditions: the problematization-oriented scaffolding group, the structuring-oriented scaffolding group, and the control group, which received no scaffolding. Pre- and post-tests were conducted to assess students' computational thinking and programming performance during a three-week period. We observed significant improvements in the computational thinking skills of the problematization-oriented scaffolding group, particularly in the algorithmic thinking and cooperativity subdimensions, when compared to the control group. Structuring-oriented scaffoldings in videos also helped enhance students' computational thinking, especially in the algorithmic thinking subdimension. In contrast, students in the control group primarily improved their problem-solving skills, although the difference across the three groups was not significant. Furthermore, this study revealed that the use of learning scaffolds, whether problematization-oriented or structured, significantly contributes to students' learning achievements in comparison to the control group. These findings emphasize the importance of selecting the appropriate scaffolding approach to enhance specific dimensions of computational thinking. [ABSTRACT FROM AUTHOR]

Background: Instructional videos have been increasingly critical to afford effective learning experiences in online courses, but most videos follow a lecturing monolog delivery format. This format tends to lead students to observe the videos passively. Previous laboratory studies have indicated that observing dialog videos of an instructor tutoring a tutee enhances student learning more than watching monolog videos of the same instructor lecturing. This paper describes two empirical studies that replicated the laboratory findings in large-scale college-level online STEM courses. Results: The results show that observing dialog videos of tutoring led to superior learning outcomes compared to monolog videos of lecturing, regardless of whether students observe the videos individually or collaboratively, as long as they engaged generatively with the materials. This finding was confirmed across two tested STEM domains. Conclusions: The findings of these classroom studies suggest that observing dialog tutoring videos is a novel and robust online instructional format that can be generalized across STEM domains. The benefit of overhearing tutorial dialogs requires students to engage in Constructive and Interactive behaviors, as defined by the ICAP framework, rather than exposing students to long didactic lectures. [ABSTRACT FROM AUTHOR]

The study examined computer simulation and video-media in improving students' performance in Chemistry and compared students' attitude towards Chemistry using the two packages. It also examined the effectiveness of the two packages in enhancing students' retention of Chemistry concepts. This was with a view to finding out which of the two packages is better in enhancing students' performance in Chemistry. The non-equivalent pretest—posttest control group research design was employed for the study. The population for the study comprised all Chemistry students in senior secondary schools in Osun State. Students in senior secondary class two (SSII) in their intact classes from three schools in Ife Central Local Government Area of the State formed the sample of the study. The three schools were randomly assigned to three groups; experimental group A using Computer Simulated Instructional Package (CSIP), experimental group B using Video Media Instructional Package (VMIP), and group C using the conventional teaching method. The instruments used for data collection were Chemistry Achievement Test (CAT) and Chemistry Attitudinal Questionnaire (CAQ). Data collected were analyzed using mean, ANOVA and ANCOVA statistics. The results revealed that there existed a significant difference in the effectiveness of computer simulation and video media instructional packages in improving students' performance in Chemistry (F = 16.170, p < 0.05). This was further supported by the analysis of the post test scores of the respondents as those exposed to the computer simulation package had the highest post test score of 13.63 while conventional method had the lowest post test score of 9.46. The results also showed that there was no significant difference in the students' attitude towards Chemistry using the two packages (F = 0.14, p > 0.05). Furthermore, the results showed that there existed a significant difference in the effectiveness of the two packages in enhancing students' retention of Chemistry Concepts (F = 20.152, p < 0.05). Further analysis revealed a mean retention score of 14.79 for video media package, 15.54 for computer simulation package and 11.10 for the conventional method. This showed that those exposed to Computer simulation package had the highest average retention sore. The study concluded that computer simulation package is a more effective instructional package than video-media in improving students' performance as well as retention of concepts taught. In terms of students' attitude towards Chemistry, the two packages examined in the study suggest no effect and if such exists, is likely to be negligible. [ABSTRACT FROM AUTHOR]

In online learning at scale, wherein instructional videos play a central role, interactive tools are often integrated to counteract passive consumption. For example, the forum or discussion board is widely used, and an emerging functionality, danmaku, which enables messages to be synchronized with video playback, has also been utilized recently. To explore how mass participation is accommodated and what categories of interaction learners implement, this study utilizes analysis of interaction and manual content analysis through learner-generated text data from two specific tools employed in a massive open online course (MOOC) setting: the discussion board (N = 739) and danmaku (N = 2435). Results of the analysis of interaction indicate that mass participation is managed differently by the tools: danmaku fosters a collective space for massive participants, while the discussion board organizes them into threaded small groups. In addition, results of the content analysis show danmaku primarily supports indirect interaction with a focus on the socio-emotional dimension, while the discussion board serves as a platform for direct discussions, particularly in the cognitive dimension. Furthermore, within the context of large-scale engagement, various levels of joint interaction, in addition to collaboration, are discerned and discussed in both socio-emotional and cognitive interactions. The findings offer insights for developing sociable and scalable socio-technical environments in computer-supported collaborative learning (CSCL), addressing emerging educational trends. Practical implications for educational design based on these findings are also discussed. [ABSTRACT FROM AUTHOR]

Producing high-quality educational videos usually requires a large budget as it involves the use of expensive recording studios, the presence of a technician during the entire recording session and often post-production tasks. The high costs associated with video production represent a major hindrance for many educational institutions and, thus, many teachers regard high-quality video recording as inaccessible. As a remedy to this situation, this article presents SAGA (Autonomous Advanced Recording Studio in its Spanish acronym), a low-cost autonomous recording set that allows teachers to produce educational content in video format in an agile way and without the need for post-production. The article provides an overview of SAGA, including a description of its hardware and software so that anyone with basic technical knowledge can replicate and operate the system. SAGA has been used to record more than 1,500 videos including the contents of six MOOCs hosted on the MiriadaX platform, as well as four courses at UPM. SAGA has been evaluated in two ways: (1) from the video producers' perspective, it was evaluated with a questionnaire based on the Technology Acceptance Model, and (2) from the video consumers' perspective, a questionnaire was conducted among MOOC participants to assess the perceived technical quality of the videos recorded with SAGA. The results show a very positive general opinion of the SAGA system, the recorded videos and the technical features thereof. Thus, SAGA represents a good opportunity for all those educational institutions and teachers interested in producing high-quality educational videos at a low cost. [ABSTRACT FROM AUTHOR]

Academic misconduct is a growing problem in online education. While there are ways to curb academic misconduct in online exams, utilization of technology to proctor online exams in a simple manner in limited-resource settings remain unclear. This study set out to identify a reliable technique for utilizing webcam footage to identify instances of academic dishonesty. Instead of applying component-based feature extraction, this study provides a deep learning-based approach to online exam proctoring that recognizes exam candidates' behaviors directly from video input. By using an online exam dataset consisting of twenty-four test-takers who replicate real-world actions, experimental results show the efficiency of the approach. The article provides a collection of webcam recordings with annotated actions to evaluate the proposed approach. The findings show that a deep learning model using the Slow Only variation has a true detection rate of 78.9%. The visualization module reduces the amount of time invigilators must spend watching videos to capture academic misbehaviors by offering a comprehensive graphical view with details of a candidate's actions during an exam. The study's conclusions will help design an effective and efficient system for online exam proctoring in resource-constrained environments. [ABSTRACT FROM AUTHOR]

The trend in history education is gradually emphasizing the development of historical thinking and collaborative problem-solving skills, which are expected to enhance the breadth and depth of learners' thinking. The integration of game-based learning with collaborative problem-solving activities designed for historical thinking is expected to help increase learners' motivation. Cognitive scaffolding can provide immediate guidance in educational games to facilitate proper understanding and discussion of historical knowledge among learners. In this study, we used the history educational game "Void Broken 2.0" embedded with cognitive scaffolding to guide students to use their historical thinking skills in collaborative problem-solving tasks, and analyzed the behavioral patterns of the learners in using cognitive scaffolding and discussing historical thinking. The participants in this study were 158 high school students divided into an experimental group (game-based learning) and a control group (reading-based learning). The results showed that the learning activities of both groups contributed to the learning effectiveness, and there was no significant difference between the groups. As the game progressed, students in the experimental group actively utilized the assistance of the cognitive scaffolding. The need for immediate access to the cognitive scaffold's prompts did not increase significantly as the game progressed, and students with high prior knowledge were willing to share their understanding and incorporate more diverse types of information into the discussion. Low prior knowledge students' need for immediate access to the cognitive scaffolding hints increased significantly as the game progressed, and they were more willing to work with their peers to find information related to chronological reasoning, engage in repetitive discussions, and explore possible clues. [ABSTRACT FROM AUTHOR]

In recent years, many schools have started implementing remote teaching due to the impact of the COVID-19. Flipped classroom has been proven to be a student-centered teaching method that can effectively improve learning effectiveness. Nonetheless, if students fail to watch the instructional videos prior to class or encounter difficulties during the learning process, it can result in unfavorable learning outcomes. Therefore, this study proposes the use of the flipped classroom combined with the WPACQ learning model for programming courses. During the pre-class phase, students engage in online collaboration with their classmates, working together to accomplish the tasks outlined in the flipped classroom learning sheet. They actively share essential summaries with peers, engage in collective problem-solving of concepts and processes, all with the ultimate goal of enhancing the effectiveness of their learning experience. This study will develop a learning system that combines the flipped classroom with the WPACQ learning model, guiding learners to adopt the WPACQ learning strategy. In this system, the experimental group learners go through stages including watching instructional videos (Watch), guided outline-style note-taking with peers (Peer-Summary), unit test (Assessment), error correction (Correction), and final questioning (Question). Through viewing peer-summary key notes and engaging in error correction activities with peers, learners cultivate the ability to summarize key points and deepen their understanding of the learning content. They reflect on their own learning process to identify areas for improvement. The research results demonstrate that learners who adopt the flipped classroom combined with the WPACQ learning model exhibit better learning effectiveness compared to those using the conventional flipped classroom learning model. Furthermore, this approach effectively helps learners enhance their learning motivation, self-efficacy, reflective abilities, programming learning attitudes, and reduce cognitive load. [ABSTRACT FROM AUTHOR]

Although video-based flipped learning is a widely accepted pedagogical strategy, few attempts have been made to explore the design and integration of pre-class instructional videos into in-class activities to improve the effectiveness of flipped classrooms. This study investigated whether question-embedded pre-class videos, together with the opportunity to review these questions at the beginning of in-class sessions, affected student learning processes and outcomes. Seventy university students from two naturally constituted classes participated in the quasi-experimental study. The experiment adopted a pre-test/post-test, between-subjects design and lasted for six weeks, with the same instructional content for the experimental and control groups. Students' age, sex, pre-experiment motivation, prior knowledge, and perceived knowledge were controlled for in the study. The results indicate that the educational intervention significantly strengthened learning performance, likely due to the increased regularity of engagement with pre-class materials. The intervention did not influence student satisfaction with the pre-class videos or the video viewing duration. Overall, the findings suggest that instructors should consider embedding questions in pre-class videos and reviewing them at the beginning of in-class sessions to facilitate student learning in video-based flipped classrooms. [ABSTRACT FROM AUTHOR]

Many instructional videos in mathematics education target knowledge of procedures and algorithms. To design instructional videos that support students in a non-algorithmic domain, such as mathematical modeling, we developed a framework based on research on heuristic worked examples and instructional videos. Because students' perceptions play an important role in whether they will engage with a learning resource, our research questions focus on the advantages and challenges students perceive when they work with an instructional video on mathematical modeling and solve a subsequent related modeling problem. Using a video based on the developed framework, we conducted an interview study with 14 pairs of upper-secondary students. The results of the qualitative text analysis showed that the perceived advantages and challenges were related to certain design features and to the processes of self-regulated learning with the video. The students experienced challenges regarding the video's duration, the transfer to a subsequent related modeling problem, the absence of a teacher, and self-discipline. Hence, further learner support is necessary to guide the transition from working with a video to autonomous modeling, such as combining the video with strategic instruments and teacher support. In addition, interactive video features may be essential, as the students enjoyed how those features involved them in the process of watching the video. Overall, the results indicate that instructional videos are promising for providing heuristic worked examples, offering an innovative approach for teaching and learning mathematical modeling. [ABSTRACT FROM AUTHOR]

Online education has become increasingly popular in recent years, and video lectures have emerged as a common instructional format. While the importance of instructors' nonverbal social cues such as gaze, facial expression, and gestures for learning progress in face-to-face teaching is well-established, their impact on instructional videos is not fully understood. Most studies on nonverbal social cues in instructional videos focus on isolated cues rather than considering multimodal nonverbal behavior patterns and their effects on the learning progress. This study examines the role of instructors' nonverbal immediacy (a construct capturing multimodal nonverbal behaviors that reduce psychological distance) in video lectures with respect to learners' cognitive, affective, and motivational outcomes. We carried out an eye-tracking experiment with 87 participants (Mage = 24.11, SD = 4.80). Results of multilevel path analyses indicate that high nonverbal immediacy substantially increases learners' state motivation and enjoyment, but does not affect cognitive learning. Analyses of learners' eye movements show that learners allocate more attention to the instructor than to the learning material with increasing levels of nonverbal immediacy displayed by the instructor. The study highlights the importance of considering the role of multimodal nonverbal behavior patterns in online education and provides insights for effective video lecture design. [ABSTRACT FROM AUTHOR]

Background: The objective of this study was to analyze the impact of a structured educational intervention on the implementation of guideline-recommended pain, agitation, and delirium (PAD) assessment. Methods: This was a prospective, multinational, interventional before-after trial conducted at 12 intensive care units from 10 centers in Germany, Austria, Switzerland, and the UK. Intensive care units underwent a 6-week structured educational program, comprising online lectures, instructional videos, educational handouts, and bedside teaching. Patient-level PAD assessment data were collected in three 1-day point-prevalence assessments before (T1), 6 weeks after (T2), and 1 year after (T3) the educational program. Results: A total of 430 patients were included. The rate of patients who received all three PAD assessments changed from 55% (107/195) at T1 to 53% (68/129) at T2, but increased to 73% (77/106) at T3 (p = 0.003). The delirium screening rate increased from 64% (124/195) at T1 to 65% (84/129) at T2 and 77% (82/106) at T3 (p = 0.041). The pain assessment rate increased from 87% (170/195) at T1 to 92% (119/129) at T2 and 98% (104/106) at T3 (p = 0.005). The rate of sedation assessment showed no signficiant change. The proportion of patients who received nonpharmacological delirium prevention measures increased from 58% (114/195) at T1 to 80% (103/129) at T2 and 91% (96/106) at T3 (p < 0.001). Multivariable regression revealed that at T3, patients were more likely to receive a delirium assessment (odds ratio [OR] 2.138, 95% confidence interval [CI] 1.206–3.790; p = 0.009), sedation assessment (OR 4.131, 95% CI 1.372–12.438; p = 0.012), or all three PAD assessments (OR 2.295, 95% CI 1.349–3.903; p = 0.002) compared with T1. Conclusions: In routine care, many patients were not assessed for PAD. Assessment rates increased significantly 1 year after the intervention. Clinical trial registration ClinicalTrials.gov: NCT03553719. [ABSTRACT FROM AUTHOR]

The emotional stance of the instructor in an educational video can influence the learning process. For this reason, we checked the first link of the cognitive-affective model of e-learning, namely, whether learners can recognize emotions that an instructor expresses only with their voice. Since English is not the native language for many learners and most instructional videos are produced in English, we tested for possible differences in emotion recognition between native and non-native speakers. We focused on positive emotions typically conveyed in such videos — enthusiasm and calmness. Native and non-native English speakers watched 12 short video clips about wood as a building material spoken by an instructor in different emotional tones — five videos expressed enthusiasm, five calmness, one boredom and one frustration. Participants rated the extent to which they thought the narrator expressed a specific emotion, the valence and activation level of the narration and solved an English vocabulary test. Both native and non-native speakers recognized the correct emotions (except for frustration), demonstrating the power of voice prosody to convey emotion in a multimedia learning scenario. Native speakers rated the enthusiastic videos more positively than non-native speakers, indicating a subtle difference in the way the two groups perceive emotions expressed through voice. [ABSTRACT FROM AUTHOR]

This mixed-methods study examines how pre-service teachers select instructional videos on YouTube for physics teaching. The study focuses on the role of surface features that YouTube provides (e.g., likes, views, thumbnails) and the comments underneath the videos in the decision-making process using videos on quantum physics topics as an example. The study consists of two phases: In phase 1, N = 24 (pre-service) physics teachers were randomly assigned to one of three groups, each covering a different quantum topic (entanglement, quantum tunneling, or quantum computing, respectively). From eight options provided, they selected a suitable video for teaching while their eye movements were tracked using a stationary eye tracker in a laboratory setting, and think-aloud data was collected. In the subsequent phase 2, participants were allowed to freely choose one YouTube video on a second topic of the above-mentioned ones while thinking aloud. The results reveal a significant emphasis on video thumbnails during selection, with over one-third of the fixation time directed towards them. Think-aloud data confirms the importance of thumbnails in decision-making, e.g., as evidenced by a categorization of the study participants' arguments and thoughts voiced. A detailed analysis identifies that participants did not rely on (content-related) comments despite they have been found to be significantly correlated with the videos' explaining quality. Instead, decisions were influenced by surface features and pragmatic factors such as channel familiarity. Retrospective reflections through a questionnaire including rating scale items support these observations. Building on the existing empirical evidence, a decision tree is proposed to help teachers identify high-quality videos considering duration, likes, comments, and interactions. The decision tree can serve as a hypothesis for future research and needs to be evaluated in terms of how it can help systematize the process of selecting high-quality YouTube videos for science teaching. [ABSTRACT FROM AUTHOR]

Background: Intrinsic motivation plays a unique mediating role in student academic performance. An inquiry-based learning (IBL) physics practical is studied in terms of effects on secondary school students' intrinsic motivation towards performing science practicals. Results: After performing IBL experiments on ionizing radiation, 38 secondary school physics students were interviewed and expressed their need for support in two main areas: the inquiry process and non-salient tasks, i.e., operating the equipment. The IBL experiments were revised accordingly, providing scaffolding through revised worksheets and videos on the use of the equipment. Subsequently, a quasi-experiment was carried out. One experimental group received both a revised worksheet and a video (N = 88), the other only received the worksheet (N = 67). Students performing the same practical on the basis of a step-by-step instruction sheet were used as a control group (N = 87). Five subscales of the intrinsic motivation inventory were used as a pre- and post-test for all three groups. Results show significant gains in the Interest/Enjoyment as well as Effort/Importance subscales favouring both IBL groups. With an instructional video, all five subscales show a significant increase as compared to the control group. Conclusions: The results point to the advantages of using an IBL approach for practicals, provided appropriate scaffolding is used in terms of equipment operation and inquiry process. [ABSTRACT FROM AUTHOR]

The use of instructional videos is rampant in education; however, their interaction is limited by weak instructional design. Gagne has never insisted on using his renowned 9 Events of Instruction slavishly in situations as a viable paradigm for utilization in video design. Connecting grade level, video length, and interaction, this study seeks to determine the relevance of Gagne's prescribed 9 event sequence in instructional mathematics videos. We scrutinized 50 instructional mathematics videos on YouTube geared towards middle school pupils ranging between 5th and 8th grades. We used quantitative media content analysis for video analysis. In data analysis, partial least squares were used. Bayesian estimation was also resorted to for cross checking. The data revealed that one-third of Gagne's instructional design steps were not always present: activating prior knowledge, eliciting performance, and finally providing feedback. A mediation analysis between grade level and video length revealed that 6 events fully mediated the association between the two. We also elicited the impact of these variables on affective and behavioral interactions in videos. This study assists in creating an idiosyncratic instructional design model, called Birgili's 8 steps for instructional video design, and in infusing this with a melange of four theories. In contrast with the status quo attesting that the literature abounds with scholarly works touting "the shorter is the better" mantra, the results substantiated that longer may be better in leveraging video interactions provided that the length is judiciously used to conform to instructional design principles. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has brought significant changes to medical education, particularly for procedural and surgical skills, which inherently require face-to-face education. The utility of adding an instructional video remains uncertain. To guide future curricula, our aim was to assess whether the addition of an optional instructional video improves the acquisition and retention of one-handed surgical knot-tying. Methods: Naïve year one medical students were randomised to video before face-to-face instruction versus face-to-face instruction only. Blinded surgeons assessed their performance at the end of a workshop and 4 weeks later by counting the number of knots tied in 1 min and a global Likert score assessing knot quality. The students also completed surveys for qualitative assessment and feedback. Results: Students with access to the video tied significantly more knots in 1 min than the control group (median ± IQR: 15 ± 4 N = 14, vs 12.5 ± 10 N = 15, p = 0.012). After 4 weeks, the intervention group showed a non-significant trend towards being able to tie more knots (16.5 ± 6 N = 6, vs 3.5 ± 16 N = 8, p = 0.069), and the knots tied were of significantly better quality (global score: 3 ± 1.4 vs 1 ± 1.8, p = 0.027). Compared to the control group, the intervention group expressed greater confidence in their ability to retain their skills after the workshop and at follow-up (p = 0.04). Additionally, they experienced significantly less stress during the workshop (p = 0.028). Conclusion: A non-interactive video can improve learning and retention of single-handed knot tying. As medical education continues to evolve, supplementary videos should be considered an important part of new surgical skill curricula. [ABSTRACT FROM AUTHOR]

In this study, we investigated the impact of prompting on young students' source consideration when watching videos with conflicting information. 262 French 7th graders were shown a series of videos in which two speakers (varying in credibility) took opposite stances on the topic of organic farming. The students were either given no prompts (control group), an indirect form of prompting (watching an instructional video on the benefits of sourcing before processing the material), a direct form of prompting (filling out source credibility rating scales during the processing of the material) or a combination of direct and indirect prompting. While the impact of the instructional video on students' source consideration proved marginal, students who had to fill in the source credibility rating scales during the processing of the material remembered the identity of the speakers better (notably in delayed posttest), were more inclined to consider the expert interviewee as more convincing and to mention interviewees' expertise to justify their judgement. These results suggest that prompting seventh graders to evaluate the credibility of the sources during the processing of the material through the completion of credibility rating scales is an efficient method to improve their consideration of source information when watching videos. [ABSTRACT FROM AUTHOR]

The present study investigated the impact of the medium on learning in L2. Specifically, learning performances from L2 material were compared across three media: text, video, and subtitled video. The participants were 126 undergraduate students who were randomly assigned across three conditions: a text condition, a video condition, and a subtitles condition. First, students were asked to complete three questionnaires on control variables. Second, students were asked to read/watch a learning material and answer comprehension, recall, transfer, and calibration questions twice: immediately and a week after. Results reveal that the participants in the video condition outperformed those in the text condition in delayed comprehension and recall. Overall, learning performances were substantially equivalent across media when assessed immediately after processing the material, but subtitled videos had the potential to boost deeper learning performances only in highly skilled learners. [ABSTRACT FROM AUTHOR]

The Tactile Internet aims to advance human-human and human-machine interactions that also utilize hand movements in real, digitized, and remote environments. Attention to elderly generations is necessary to make the Tactile Internet age inclusive. We present the first age-representative kinematic database consisting of various hand gesturing and grasping movements at individualized paces, thus capturing naturalistic movements. We make this comprehensive database of kinematic hand movements across the adult lifespan (CeTI-Age-Kinematic-Hand) publicly available to facilitate a deeper understanding of intra-individual–focusing especially on age-related differences–and inter-individual variability in hand kinematics. The core of the database contains participants' hand kinematics recorded with wearable resistive bend sensors, individual static 3D hand models, and all instructional videos used during the data acquisition. Sixty-three participants ranging from age 20 to 80 years performed six repetitions of 40 different naturalistic hand movements at individual paces. This unique database with data recorded from an adult lifespan sample can be used to advance machine-learning approaches in hand kinematic modeling and movement prediction for age-inclusive applications. [ABSTRACT FROM AUTHOR]

Purpose: During COVID-19, a fully digital course was established for teaching and assessing the psychomotor skills of clinical head and neck examination. Influence of different digital teaching formats was investigated. Methods: The students (n = 286) received disposable instruments, a manual, and instructional videos for the examination. 221 students additionally received 45 min of interactive teleteaching. After 5 days of practice, all students were required to submit a video of their examination and report their spent practice time. The assessment was carried out using a checklist which was already established in presence teaching. Results: The average score achieved by digital teaching was 86%. Previously published data show that presence teaching achieved 94%. With a teleteaching unit the total score was significantly better than without (87% vs 83%). Teleteaching leads to a significant positive correlation between practice time and total score. Without teleteaching there is a negative correlation. After the same practice time, presence teaching leads to better total scores than digital teaching. Conclusion: Digital teaching and assessing of a complex psychomotor skill is possible. Interactive teaching methods increase learning success. Nevertheless, presence teaching seems to be better at teaching these skills. The results can provide a basis for developing hybrid teaching models. [ABSTRACT FROM AUTHOR]

The popularity of instructional videos has increased in recent years. Instructors' speech acts as a social cue which plays an important role in children's learning from these videos. For example, an instructor's personalization style (personalized or non-personalized form) and pause types (pause or no pause) are potential design considerations which can support student learning within a multimedia environment. However, it is not yet well known how these factors influence children's attention allocation, learning performance, and academic emotion. The present study examined the effect of instructors' personalized forms and pause types on 28 six-year-old children in a laboratory setting. Eye tracking data revealed that the combined use of personalization and pauses in instructional videos best enhanced children's learning performance and attention allocation. However, there was no significant difference in between the four conditions. The study findings recommend that when creating instructional videos, instructors should speak in a personalized form and should incorporate regular transient pauses. The use of first-person language can also act as a social cue, enabling students' deep processing of the instructor's verbal information and increasing the instructor's social presence in the videos. This gives learners more time for cognitive processing, ultimately improving their learning performance. [ABSTRACT FROM AUTHOR]

The discussion about how to present instructors in instructional videos has become a hot topic in recent years. This systematic review explores how the instructors' presence affects affective, cognitive, and social aspects of learning in different conditions and with different video types. The review analyses 41 empirical studies indexed in Web of Science, ERIC, Scopus, and Education Source research databases from 2014 to 2022. The results indicated that (i) many instructor-present videos were in picture-in-picture format and included direct gaze as a social cue, (ii) learners had positive feelings for instructor-present videos, (iii) the on-screen instructor could not be beneficial for gathering positive learning outcomes, but social and attentional cues provided by the on-screen instructor could foster learning, and (iv) findings regarding the social aspect of learning were inconclusive. This study also emphasizes the need for further studies to clearly explore the role of the instructor in different learning conditions. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effects of different types of cues and self-explanation prompts in instructional videos on intrinsic motivation, learning engagement, learning outcomes, and cognitive load, which were indicators to measure deep learning performance. Seventy-two college students were randomly assigned to one of the six conditions in a 3 × 2 factorial design with cues (visual vs. textual vs. combined textual-&-visual) and self-explanation prompts (prediction vs. reflection) as the between-subjects factors. To measure participants' learning engagement, Neurosky mindwave mobile and Tobii pro X3-120 eye-tracker were used to collect their brain wave data and eye movement data, respectively. Learning outcomes were measured with retention and transfer tests, and questionnaires were used to measure participants' intrinsic motivation and cognitive load, respectively. The results revealed that the textual cues significantly facilitated learning outcomes and learning engagement—attention–while the reflection prompts significantly affected learning engagement—the mean fixation duration—and cognitive load. Notably, the combination of textual cues and reflection prompts and the combination of visual cues and prediction prompts allowed the participants to focus and engage in the video learning process more deeply, resulting in a significantly higher learning outcome than their peers from other conditions. This research could provide some implications for designing short instructional videos to facilitate deep learning. [ABSTRACT FROM AUTHOR]

Orodispersible films comprise a promising dosage form with a wide range of advantages compared to conventional formulations. The electrospinning process can significantly enhance the relevant characteristics of orodispersible films, e.g., the dissolution rate and the ease of administration. This study involved the use of two types of hydroxypropyl methylcelluloses of low molecular weight obtained from three different manufacturers as the matrix. The SEM, FTIR, RAMAN, and DSC analyses revealed comparable values for all the fabricated materials. However, the mechanical properties of the fibers differed significantly, with electrospun Methocel E5/PEO proving to be particularly brittle. This is probably caused by the different arrangements of substituted methoxy- and hydroxypropyl groups of studied HPMCs. It is hoped that this paper will serve as an example of the extent to which slight differences between HPMC powder batches can dramatically alter the key properties of electrospun orodispersible films. [ABSTRACT FROM AUTHOR]

The ambition of the article is to create an awareness among upper secondary school pupils on what academic integrity and source criticism mean. Instead of devoting time to a general presentation of academic studies, the claim is that a collective reflection based upon the common practices of pupils (sources) could be efficient to describe the outlines of academic integrity. An action research was made in 2019 and 2020 among Swedish upper secondary school pupils with the help of an instructional video on sources, academic integrity and plagiarism. It revealed a consensus on the notion of source criticism. Furthermore, the findings show that a majority of pupils used platforms such as Wikipedia to get a quick access to facts without daring quoting them in a work for school. This gap represents an opportunity to introduce academic integrity in a very concrete manner with an insistence on the necessity of citing all the sources that contributed to the elaboration of a work. [ABSTRACT FROM AUTHOR]

Learner control of video presentations by using pause buttons or timeline scrollbars was suggested as helpful for learning from sources of transient information such as dynamic visualizations and spoken words. However, effective learner control could be difficult to attain without sufficient instructional support. This study developed strategies for facilitating processing and integration of transient information based on cognitive load theory by providing learners with explicit guidance in when and how to use pausing and timeline scrollbars while watching instructional videos. A single-factor between-subjects experiment was conducted to examine the effects of the proposed strategies. Ninety undergraduates were randomly assigned to one of three groups - strategy guidance group (learners were provided with guidance in strategies), learner control group (learners were allowed to control the video but without any guidance in strategies), and continuous presentation group (without any learner control mechanism). The results revealed that compared to the learner control group, the strategy guidance group had a greater number of pauses and scrollbacks on the timeline, demonstrated significantly better performance in the immediate comprehension test and higher performance efficiency in the immediate recall and comprehension tests. Compared to the continuous presentation group, the strategy guidance group demonstrated significantly better performance in the immediate recall and comprehension tests and higher performance efficiency in both these tests, as well as better performance in the delayed recall test and higher performance efficiency in the delayed recall test. [ABSTRACT FROM AUTHOR]

This study reports a field experiment investigating how instructional videos with and without background music contribute to the learning of examination techniques within a formal curriculum of medical teaching. Following a classroom teaching unit on the techniques for examining the knee and the shoulder joint, our participants (N = 175) rehearsed the studied techniques for either the knee or the shoulder joint with an instructional video with or without background music. As dependent measures, we collected a general questionnaire, a prediction of test performance, as well as performance on an exam-like knowledge test covering both joints. For both videos, the participants who had watched the particular video during rehearsal were more accurate in answering the corresponding questions than the participants who had seen the other video, signaling that instructional videos provide a useful tool for rehearsal (i.e., both groups reciprocally served as control groups). For the knee video (less difficult), we observed a detrimental effect of the background music, whereas we observed no such effect for the shoulder video (more difficult). Further explorations revealed that background music might be detrimental for learning, as it reduces the perceived demand characteristics. Because the impact of the demand characteristics might be more pronounced in less difficult instructional videos, we discuss video difficulty as a potential moderating factor. Overall, our study provides evidence that instructional videos could be usefully implemented in formal teaching curricula and that such instructional videos probably should be designed without background music. [ABSTRACT FROM AUTHOR]

This study examines an aspect of the role of emotion in multimedia learning, i.e., whether participants can recognize the instructor's positive or negative emotion based on hearing short clips involving only the instructor's voice just as well as also seeing an embodied onscreen agent. Participants viewed 16 short video clips from a statistics lecture in which an animated instructor, conveying a happy, content, frustrated, or bored emotion, stands next to a slide as she lectures (agent present) or uses only her voice (agent absent). For each clip, participants rated the instructor on five-point scales for how happy, content, frustrated, and bored the instructor seemed. First, for happy, content, and bored instructors, participants were just as accurate in rating emotional tone based on voice only as with voice plus onscreen agent. This supports the voice hypothesis, which posits that voice is a powerful source of social-emotional information. Second, participants rated happy and content instructors higher on happy and content scales and rated frustrated and bored instructors higher on frustrated and bored scales. This supports the positivity hypothesis, which posits that people are particularly sensitive to the positive or negative tone of multimedia instructional messages. [ABSTRACT FROM AUTHOR]

Based on the assumptions of cognitive load theory, this study aims to utilize the eye movement data collected from multiple experts to scaffold novice graphic designers. The study has two main stages. In the first stage, eye tracking was used to record the eye movements of 7 experts, who covered eight topics explaining how to use Photoshop. The areas of interest and fixation durations were analyzed for each topic to extract the common patterns. Instructional videos were produced with the guidance of both eye movement patterns and multimedia design principles. In the second stage of this study, those videos were delivered to 30 university students. The experiment group watched the guided videos, whereas the control group watched straight videos, i.e., content without guidance. The guidance elements were reduced (faded) as students got familiar with the interface. All participants were assigned to perform tasks as soon as they completed the videos. The findings showed that the knowledge scores did not significantly differ between groups. Still, the average performance scores of the experiment group were considerably higher than that of the control group. Considering the transition process, the experiment group outperformed the others. The topics in which experts’ eye movements highly matched each other resulted in high-performance gaps among groups. [ABSTRACT FROM AUTHOR]

In our clinic, more patients wish to treat pathological phimosis with a preputioplasty to preserve their foreskin. This study aims to analyze the long-term effects of preputioplasty. Additionally, we have produced an instructional video for those who want to master this surgical technique. A retrospective cohort study was performed in boys aged ≤ 18 years old suffering from pathological phimosis. All patients underwent preputioplasty between January 2011–2020. The outcome of the preputioplasty is considered positive when the foreskin was retractable months post-operative. In total, 176 patients were included. The mean age operating was 8.9 years. A positive result after preputioplasty was observed in 163/176 patients (93%). Patients with a negative outcome most often chose a re-operation: circumcision in seven cases and a redo-preputioplasty in three. Four patients showed complications (minor infection (1), wound dehiscence (2), and excess amount of skin (1)). Thus, a preputioplasty is shown to be a feasible operative treatment option. [ABSTRACT FROM AUTHOR]

To describe the training of healthcare workers (HCW) in nasopharyngeal swabbing during the COVID 19 pandemic. Study design: Retrospective study. Setting: Tertiary care teaching hospital. Subjects and methods: One hundred and seventy eight health care workers were trained from May 2020 to January 2021. Three modules were designed to train the health care workers in the technique of obtaining a nasopharyngeal swab specimen.Training consisted of an instructional video on how to perform nasopharyngeal swabs and live demonstration followed by hands-on supervised training. The trainees included 30 doctors, 101 nurses, 31 respiratory therapists, 3 physiotherapists, 9 interns and 4 lab technicians. There were 39 male and 139 female trainees. After attending all 3 modules of training, they were confident and efficient in taking a non-traumatic nasopharyngeal swab. Good knowledge and adequate training is key to a good nasopharyngeal sampling for SARS CoV-2 testing. [ABSTRACT FROM AUTHOR]

Language learning has long been a topic of interest, and instructional videos which allow students to learn anywhere and anytime have become an important language learning tool. However, the emotional characteristics of both instructors and students, which have the potential to influence students' second language learning from instructional videos, have yet to be fully explored. The current study investigated the interaction effects of an instructor's emotions (positive vs. negative vs. neutral) and students' emotional intelligence (low vs. high) on students' second language vocabulary learning from instructional videos with consideration of attention paid to the learning material (i.e., average fixation time, referring to the duration of each fixation on the learning material), learning experience (i.e., motivation, engagement, interaction), and learning performance (both immediate and delayed). Results showed that (1) only the interaction effect on attention was verified, and that (2) students with high emotional intelligence showed a larger average fixation time in the positive condition than in the negative condition, while (3) students with low emotional intelligence showed a smaller average fixation time in the neutral condition than in the negative condition. Furthermore, the results verified the benefits of the instructor's positive emotion on students' motivation, interaction, and immediate performance. Our findings shine a light onto the influence of an instructor's emotions and students' emotional intelligence on second language learning, and provide practical implications for the design of instructional videos and second language learning. [ABSTRACT FROM AUTHOR]

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Instructional videos have been widely used in online learning environments. Effective video learning requires self-regulation by learners, which can be facilitated by deliberate instructional design, such as through prompting. Grounded in the interactive, constructive, active, and passive (ICAP) framework, this study compared the effects of explanation prompts and explored how they affected the retention and transfer of learning. In an online experiment, 103 participants were randomly assigned to focused self-explanation, scaffolded self-explanation, and instructional explanation prompting conditions. The results indicated better retention performance from the scaffolded prompt than from the focused prompt. No differences were found in transfer performance across various forms of prompts. Regression analysis suggested that prior knowledge and cognitive load may have interacted with the effect of self-explanation prompts. Prior knowledge positively predicted transfer performance, and cognitive load negatively predicted transfer performance when focused or scaffolded prompts were implemented. Potential explanations concerning how self-explanation prompts affect learning were discussed. [ABSTRACT FROM AUTHOR]

The current study investigated students' gameplay behavioral patterns as a function of in-game learning supports delivery timing when played a computer-based physics game. Our sample included 134 secondary students (M = 14.40, SD =.90) from all over the United States, who were randomly assigned into three conditions: receiving instructional videos before a game level (n = 40), receiving instructional videos after a game level (n = 41), and without instructional videos (n = 53) while playing the game for about 150 min. We collected students' gameplay behavior data using game log files and employed sequential analysis to compare their problem-solving and help-seeking behaviors upon receiving instructional videos at different timings. Results suggested that the instructional videos, delivered either before or after a game level, helped students identify the correct game solution at the beginning of medium-difficulty game levels. Moreover, receiving the instructional videos delayed students' help-seeking behaviors—encouraging them to figure out game problems on their own before asking for help. However, receiving the instructional videos may possibly restrict students from creating diverse gaming solutions. Suggestions on design and implementation of in-game learning supports based on the findings are also presented. [ABSTRACT FROM AUTHOR]

In the current study, we aimed to develop a reliable and valid scale to address individual cognitive load types. Existing scale development studies involved limited number of items without adequate convergent, discriminant and criterion validity checks. Through a multistep correlational study, we proposed a three-factor scale with 13 items to address intrinsic, extraneous and germane cognitive load in computer-based learning environments. A thorough literature search of cognitive load indicators in the literature was followed by expert panels for content and construct validity. The initial item pool was administered to 236 undergraduate students who watched an instructional video on IP address classes. A multiple-choice achievement test was also implemented after the intervention. The exploratory factor analysis with maximum likelihood explained 58 percent of the variance with factor loads above.49, and internal consistency coefficients above.81. Convergent and discriminant validity indices were acceptable. Besides, achievement was related positively with the germane load and negatively with intrinsic and extraneous load. Fifteen percent of the achievement was explained by the three sources of the cognitive load. Then, the developed factor structure was validated with 193 undergraduate students immediately after they participated in online webinars, and with 99 undergraduate students after they participated in face to face classes. The proposed structure was confirmed in both settings so the scale was considered a reliable and valid indicator of cognitive load in both online and face-to-face learning environments. [ABSTRACT FROM AUTHOR]

In formal educational settings, such as online university lectures, instructional videos often consist of PowerPoint slides accompanied by a video or audio explanation from the instructor. It has been assumed that the social cues provided by the instructor’s video may facilitate affective processes and affect learning outcomes. Research on instructor presence in instructional videos has focused primarily on laboratory and online studies that are not embedded in the courses in which learners are enrolled. Therefore, we present three field studies examining instructor presence in instructional videos embedded in higher education courses to strengthen external validity (exam-relevant topic, > 30 min long, personally known instructor). The results of these studies show positive effects of a visible instructor compared to no visible instructor on some affective measures: social presence in Study 1 (n = 18, d = .85) and well-being in Study 3 (n = 38, d = 1.01), but not on others (well-being in Studies 1 & 2 (n = 53); motivation in Studies 1–3, social presence in Studies 2 & 3). They also show no effects on extraneous processing or learning outcomes (Studies 1–3). Thus, no general effect of instructor presence can be shown for instructional videos embedded in university courses in higher education, but there are also no detrimental effects. This leads to implications for future research, teaching, and design practice. [ABSTRACT FROM AUTHOR]

Instructional videos are widely used to study teachers' professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers' professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers' lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed. [ABSTRACT FROM AUTHOR]

This study investigates student and teacher use of online instructional YouTube chemistry videos in the context of the Covid-19 pandemic. Data were collected from a global sample of students (n = 1147) subscribed to the first author's popular chemistry education YouTube channel. Participants were in secondary school or college and reported having learned science in a variety of contexts including completely online, blended, or completely in-person. The data collection instrument, an online questionnaire, was designed to detect both quantitative and qualitative changes in the use of instructional video. In addition, statistics for the overall YouTube chemistry education channel for 2018 through 2021 were compiled to provide evidence of video viewing trends with a large sample (98.6 million video views) over a timeframe encompassing before and during the Covid-19 pandemic. Findings indicate that students' personal use of video for learning science increased substantially during the pandemic. However, for the majority of teachers, the use of video to support online learning during the pandemic either remained the same or declined. Post-pandemic, students plan to continue using science videos for learning and want teachers to do the same. [ABSTRACT FROM AUTHOR]

The positivity principle states that people learn better from instructors who display positive emotions rather than negative emotions. In two experiments, students viewed a short video lecture on a statistics topic in which an instructor stood next to a series of slides as she lectured and then they took either an immediate test (Experiment 1) or a delayed test (Experiment 2). In a between-subjects design, students saw an instructor who used her voice, body movement, gesture, facial expression, and eye gaze to display one of four emotions while lecturing: happy (positive/active), content (positive/passive), frustrated (negative/active), or bored (negative/passive). First, learners were able to recognize the emotional tone of the instructor in an instructional video lecture, particularly by more strongly rating a positive instructor as displaying positive emotions and a negative instructor as displaying negative emotions (in Experiments 1 and 2). Second, concerning building a social connection during learning, learners rated a positive instructor as more likely to facilitate learning, more credible, and more engaging than a negative instructor (in Experiments 1 and 2). Third, concerning cognitive engagement during learning, learners reported paying more attention during learning for a positive instructor than a negative instructor (in Experiments 1 and 2). Finally, concerning learning outcome, learners who had a positive instructor scored higher than learners who had a negative instructor on a delayed posttest (Experiment 2) but not an immediate posttest (Experiment 1). Overall, there is evidence for the positivity principle and the cognitive-affective model of e-learning from which it is derived. [ABSTRACT FROM AUTHOR]

Research on learning by teaching has mostly focused on the learning effects of teaching after preparing individually to teach. This study investigated the impact of preparing collaboratively (versus individually) to teach on learning by teaching. Japanese undergraduate students (n = 96) provided instructional explanations on video or listened to their partners' instructional explanations after they had studied learning material for teaching in collaboration with their partners or had done so individually in the presence of their partners. Participants who prepared collaboratively to teach provided higher-quality instructional explanations on video and learned better by teaching than those who prepared individually to teach. The quality of the videotaped explanations significantly predicted the outcomes of learning by teaching. Whether after collaborative or individual preparation, there were no significant differences in learning outcomes between those who explained on video and those who listened to their partners' explanations. These results suggest that although the learning effects of providing and listening to instructional explanations may be comparable, collaborative preparation is more beneficial to learning by teaching than individual preparation. [ABSTRACT FROM AUTHOR]

Even though instructional videos are often used in many areas covering a wide range of studies and applications, the lack of a common approach for the definition and classification of instructional videos results in the use of several different models for these purposes. In order to develop such a common approach, there remains the need to build a structure, through which these videos may be defined and classified. The purpose of this study is to design a scheme for the definition and classification of instructional videos based on the namings and qualifications used in the literature and to examine the usability of this scheme. For this purpose, in the first part of this study; the naming and qualifications used in the literature were determined and gathered in a common framework using the content analysis method. Articles published in the Web of Science between 2008 and 2018 with keywords or titles that contained the phrase "instructional video" were accessed. After that, relevant articles were identified using the document analysis method. The results of the analysis indicated that most articles pertained to videos with features structured around the dimensions of interaction, screen design, sequence, included components (picture, voice, text, etc.), subject/content and connection. In the second stage, verification studies were performed to examine the usability of this framework, a classification scheme was developed based on the aforementioned main dimensions and tested for verification. The created scheme allows for classifying video types based on eight main dimensions of interaction, connection, screen design, sequence, component, image format, instant and subject/content, which were identified in the light of the findings obtained from the study. It is believed that this scheme will make it easier for researchers to identify which videos to use. Despite the potential that disruptive technologies offer for facilitating smart pedagogy, the confusion relating to different definitions and classifications in pedagogical understandings is seen as an obstacle for smart teaching systems. The classification model proposed in this study will provide guidance to smart pedagogy studies in terms of data definition and orientation. [ABSTRACT FROM AUTHOR]

Video is a medium increasingly used in education. The styles of videos produced for academic purposes have been studied in the literature based mainly on those initially designed by instructors for use in MOOCs. In this work, we define a novel taxonomy of academic video design styles based on the videos produced by students. We have defined 10 different styles after reviewing 105 student-generated videos over 5 years. These types of videos reflect the tastes of students when making a video, which do not necessarily coincide with those of instructors. Based on our classification, a comparative analysis was done between the types of videos developed by instructors and by students, and significant differences were found. The style most commonly used by instructors is similar to the presentation slides while students' videos are based on the integration of videos and images they search for on the Internet. [ABSTRACT FROM AUTHOR]

Floodplains provide essential ecosystem functions, yet >80% of European and North American floodplains are substantially modified. Despite floodplain changes over the past century, comprehensive, long-term land use change data within large river basin floodplains are limited. Long-term land use data can be used to quantify floodplain functions and provide spatially explicit information for management, restoration, and flood-risk mitigation. We present a comprehensive dataset quantifying floodplain land use change along the 3.3 million km2 Mississippi River Basin (MRB) covering 60 years (1941–2000) at 250-m resolution. We developed four unique products as part of this work, a(n): (i) Google Earth Engine interactive map visualization interface, (ii) Python code that runs in any internet browser, (iii) online tutorial with visualizations facilitating classroom code application, and (iv) instructional video demonstrating code application and database reproduction. Our data show that MRB's natural floodplain ecosystems have been substantially altered to agricultural and developed land uses. These products will support MRB resilience and sustainability goals by advancing data-driven decision making on floodplain restoration, buyout, and conservation scenarios. Measurement(s) land use process Technology Type(s) Geographic Information System Factor Type(s) floodplain land use change Sample Characteristic - Environment flood plain Sample Characteristic - Location Mississippi River Basin Machine-accessible metadata file describing the reported data: https://doi.org/10.6084/m9.figshare.14804514 [ABSTRACT FROM AUTHOR]

Video in education has become pervasive. Globally, educators are recording instructional videos to augment their students' learning and, in many contexts, replace face-to-face lectures. However, the mere act of watching a video is primarily a passive learning experience likely leading to lack of student engagement hindering learning. Active learning strategies such as video annotations and in-video questions have the potential to shift the passive experience of watching an instructional video to a more active one by engaging students with learning strategies designed to promote self-regulated learning and improve content knowledge. This experimental study investigates the impact of in-video questions compared to video annotations on learning and self-efficacy in an experimental setting. Findings revealed that learners who annotated videos had higher self-efficacy than those who completed in-video questions likely due to the immediate feedback received from the in-video questions. The study further concluded that prior knowledge plays a critical role in selecting appropriate active learning strategies, suggesting that video annotations be considered when students have prior knowledge about a topic whereas in-video questions with immediate feedback be interspersed in videos when students do not have prior knowledge about a topic. [ABSTRACT FROM AUTHOR]

The aim of this experiment was to examine the effect of different instructional strategies on student teachers' confirmation bias. Confirmation bias refers to the selectivity in finding and using evidence that fits one's own beliefs or hypotheses while neglecting evidence that is opposite to one's own beliefs or hypotheses (Nickerson, 1998). Dutch student teachers (n = 141) took a confirmation bias pre-test and were then randomly assigned to three conditions; teaching on video (TOV), preparing to teach (PTT) and re-study (CC). All participants received text-based instruction on confirmation bias and how it can be mitigated. They also practised with confirmation bias tasks and they received feedback on their answers. Subsequently, participants in the TOV and PTT conditions prepared a lesson about the instructional content and in the TOV condition they taught this lesson on video. After the learning phase, TOV and PTT participants completed a social presence questionnaire. All participants completed an arousal questionnaire and a confirmation bias post-test and a transfer test. The results showed that confirmation bias was reduced to a similar extent in all conditions. Results also showed that the quality of the prepared lesson was highest for TOV participants suggesting they had gained better understanding of the confirmation bias than PTT participants. Furthermore, in contrast to our expectations, PTT participants reported highest social presence scores. TOV participants experienced higher arousal levels compared to CC participants. Transfer scores did not differ between conditions. We discuss theoretical explanations of the findings from the present study. [ABSTRACT FROM AUTHOR]

Purpose: To prospectively compare the effectiveness of three methods for self-assisted shoulder reduction demonstrated using a smartphone video link. Background: Anterior shoulder dislocation is very common among young adults. Patients often seek medical assistance in the emergency department to reduce their shoulder. Many techniques for shoulder reduction had been described, some of which do not require professional assistance and can be performed by patients themselves. Methods: Patients admitted with anterior shoulder dislocation were randomized to either the Stimson, Milch or the Boss–Holtzach–Matter technique. Each patient was given a link to watch a short instructional video on his smartphone and instructed to attempt self-reduction. Success of the reduction, pain level, patient satisfaction and complications were recorded. Results: The study cohort consisted of 58 patients (mean age was 31.6 (18–66, median = 27), 82% males, 88% right hand dominant). Success rate using Boss–Holtzach–Matter (10 of 19, 53%) and self-assisted Milch (11 of 20, 55%) were significantly higher than with the self-assisted Stimson method (3 of 19, 16%), p < 0.05. Pain levels improved from 8.4 (2–10) to 3.1 (0–10) following the reduction. Patient subjective satisfaction from the reduction attempt was 6.7 (0–10). No complications were observed. Conclusion: Both the Self-assisted Milch and the Boss–Holtzach–Matter techniques are ideal for reduction of anterior shoulder dislocation without medical assistance. Both methods can be successfully performed without assistance or previous education and taught using an instructional video. Level of evidence: Level II. [ABSTRACT FROM AUTHOR]

There is a looming shortage of well-trained professionals in the wood construction workforce. To challenge this shortage, we developed a simulated learning environment that leverages a novel Virtual Reality (VR) system to train novice workers in wooden wall construction. A comprehensive task analysis was first used to best identify training requirements. Then, a virtual building site was modeled and a 3D video tutorial was implemented using a VR Head-Mounted Display (HMD). To evaluate the effectiveness of this tool, participants who learned via the VR training tool were compared with participants who instead only had simple 2-D instructional video training. VR training resulted in better retention, task performance, learning speed, and engagement than the video training counterpart, maintaining system usability. This demonstrates that VR is a viable training tool for the construction sector and can produce benefits beyond those of traditional video training. [ABSTRACT FROM AUTHOR]

Rate of change concepts from calculus are presented and applied rather differently in college mathematics, physics, biology, and chemistry classes. This is not simply a matter of pedagogical style but reflects real cultural differences between these disciplines. We describe the efforts of our interdisciplinary collaboration to understand and reconcile these differences as we designed and discussed instructional videos for students. We summarize our conversations about terminology, notation, functions, rates, units, and sign conventions across the disciplines. We present some strategies that enabled us to communicate effectively, resolve confusions, and reach shared understandings. Our work has implications for others involved in collaborative interdisciplinary projects and for STEM educators. In theory, there's no difference between theory and practice. But in practice, there is. – Benjamin Brewster. Also attributed to Yogi Berra. [ABSTRACT FROM AUTHOR]