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Research discusses the benefits of learning rhythm for elementary school students through videos. During the Covid-19 pandemic, teachers are required to be creative in providing online learning. Teachers are required to be able to use various kinds of internet technology which must be used effectively and usefully for the implementation of the learning process properly. During the COVID-19 pandemic, online learning is mandatory for all schools in Indonesia. The purpose of this research is to examine in depth the benefits of video-based learning given to elementary school students. The research method used is qualitative with a description approach through literature studies. All data collected is then processed and analyzed by presenting, verifying and concluding data. The results of this study indicate that music learning can be done through videos. Rhythmic as one of the elements of music can have a positive impact on children. Rhythmic learning through body percussion does not limit students to improve their motor skills and musicality. They can easily do body percussion learning through videos because students don't have to bother looking for musical instruments because their own bodies are used as sound sources. The addition of musical accent symbols to body percussion games also has a positive influence on students' sensitivity and motor skills. Another benefit is that learning through video can be done flexibly for students, as well as increasing independence and self-confidence for students.

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.

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.

One in every six persons in the UK suffers a hearing loss, either as a condition they have been born with, or they developed during their life. Nine hundred thousand people in the UK are severely or profoundly deaf. Based on a study by Action on Hearing Loss UK in 2013 only 17 percent of this population, can use the British Sign Language (BSL). That leaves a massive proportion of people with a hearing impediment who do not use sign language struggling in social interaction and suffering from emotional distress. It also leaves even a larger proportion of Hearing people who cannot communicate with those of the deaf community. This paper presents a Serious Game (SG) that aims to close the communication gap between able hearing people and people with hearing impairment by providing a tool that facilitates BSL learning targeting the adult population. The paper presents the theoretical framework supporting adult learning based on which a SG game using Virtual Reality (VR) technology has been developed. The paper explains the experimental framework of the study. It presents the creation of the research instruments to facilitate the study comprising of a SG that integrates video and conventional video-based educational material. It reports and analyses the study results that demonstrate the advantage of the SG in effectively supporting users learning a set of BSL signs. It also presents qualitative outcomes that inform the further development of the game to serve learning needs. The paper closes with conclusions, directions for further development of this educational resource, and future studies.

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...

Utilization of BLOSSOMS Thermodynamics Energy Conversion video to properly incorporate active learning techniques had been shown to increase the students’ performance in learning introductory Thermodynamics topics. In this study, the effectiveness of using BLOSSOMS Thermodynamics Energy Conver-sion video towards students’ learning in a classroom when adopted by lecturers who is not trained in active learning is investigated. Two groups of undergraduate engineering students from a control class and a treatment class were involved in this study. The students from the treatment class were taught by a lecturer using the BLOSSOMS Thermodynamics Energy Conversion video, while the students from control class underwent conventional lecture style. The students were given pre and post inventory tests and their results were analysed using SPSS. It was found that BLOSSOMS Thermodynamics Energy Conversion video without the proper implementation of active learning technique does not have a significant ef-fect on the individual learning gain of the inventory test among students. The uti-lization of the video could be more effective if the instructor is well-trained in ac-tive learning techniques.

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).

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.

Reflection on teaching practice is a challenging activity. Often, reflection does only take part on a superficial level. The present contribution describes the creation and first testing of a Social Video Learning (SVL) setting by means of Learning Analytics (LA) for a teacher education course. Furthermore, a theoretical foundation for SVL was tried to create to design the course adequately. Key findings are that (I): SVL has the potential to increase the level of depth in reflection processes, (II): A collaborative and learner centered design is important to benefit from SVL, (III): The use of Learning Analytics in SVL scenarios potentially fosters coaching and learning outcomes of the students.

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 purposes of this study are to identify the dynamics of geography learning in SMA Negeri 9 Takalar, and to describe what factors are to be supporters of the quality of geography learning in SMA Negeri 9 Takalar. This study used a qualitative approach involving teachers at SMAN 1 Takalar as informants. The results showed that the dynamics of learning geography are of less conducive in terms a) learners are less involved in the learning process, b) teachers of geography subject facilitate and motivate learners in the learning process at the minimum degree, c) the teachers do not develop models of innovative learning, and d) in the learning process, teachers rely much on teacher-centered approach. In addition, factors supporting the quality of learning of geography comprise of a) teachers and learners collaborate for the achievement of improved learning outcomes, b) multiple sources a reading and video learning about learning models and developed in geography learning have been used, and c) the teacher is able to understand the characteristics of learners by using a learning model in variety and innovative manners.

Videos are often used for demonstration and evaluation, but a more productive approach would be using video to support teachers’ ability to notice and interpret classroom interactions. That requires thinking carefully about the physical aspects of shooting video — where the camera is placed and how easily student interactions can be heard — as well as ensuring that videos capture examples of practice and not just exemplars, and that they capture moments of confusion and not just moments of clarity.

Science learning of the earth’s layers subject is not optimal. One of the factors causing the less optimal learning is the lack of media that support this subject. Students want a learning media that can motivate them to learn and also make it easier for them to understand the subject matter. This study aims to analyze the effectiveness of instructional video animation media on the earth’s layers subject in terms of the results of understanding the concepts of junior high school students. This study used a research design “One group pretest-posttest design”. The subjects of this study were 28 students of class VII-D SMP Negeri 3 Sidoarjo. The data collection technique used the test method. The conceptual understanding indicator used is to give examples, categorize, compare and explain. The results of this study are that the indicators give an example of obtaining an n-gain of 0.84 in the high category, the indicators categorizing obtaining an n-gain of 0.67 in the moderate category, the indicators compare getting an n-gain of 0.69 with the medium category and the indicator. explained that obtaining an n-gain of 0.68 in the medium category. The indicator compares getting the lowest posttest score and the indicator gives an example of getting the highest posttest score. So it can be concluded that the animated video media as a learning medium on earth layer material is very effective in increasing students’ understanding of concepts 0.69 in the medium category and the indicator explains that it gets an n-gain of 0.68 in the moderate category. The indicator compares getting the lowest posttest score and the indicator gives an example of getting the highest posttest score. So it can be concluded that the animated video media as a learning medium of earth’s layers subject is very effective in increasing students’ understanding of concepts 0.69 in the medium category and the indicator explains that it gets an n-gain of 0.68 in the moderate category. The indicator compares getting the lowest posttest score and the indicator gives an example of getting the highest posttest score. So it can be concluded that the animated video media as a learning medium of earth’s layers subject is very effective in increasing students’ understanding of concepts.

This study aims atdeveloping learning video based videoscribe applications on Social Science with the topic of natural phenomena at class VI. The research method used in this study is Research and Development method with stages:potential and problems, data collection, product design, design validation, design revision, and product testing (limited trial). To test the feasibility of thisvideo learning then tested the validation of experts conducted by materialexperts, media experts, and pedagogical experts. After the validation test by theexpert team, then the product test (limited trial) with the subjects of the researchis the students class VI with the number of 43 students. The results of thematerial expert test show that this video learning obtained an average score of 82.85% with very feasible category. The result of the media expert test showsthat this video learning obtained an average score of 88.34% with very feasiblecategory. The results of the pedagogical expert test show this video learningobtained an average score of 85.83% with very feasible category. The producttrial results (limited trial) obtained an average grade of 90.52% with very goodcategory. Based on the results of this study, it can be concluded that learningvideo based on the application of videoscibe is very feasible to be used in SocialScience on natural phenomenon in Indonesia.

We examined the effectiveness of touchscreen media for teaching children to tell time from a clock. Experiment 1 was conducted with 123 preschoolers (M = 70.15 months, SD = 4.41) using two learning media: touchscreen and video, and three test media: iPad, toy, and paper, with between-subjects pre-and post-test design. After 10 min of exposure to the touchscreen or video learning media designed to teach children how to tell time, groups of children were tested with an iPad, a toy clock, or a clock printed on paper, respectively. Results showed that post-test scores across all groups were significantly higher than those at pre-test, for both learning media. Children in touchscreen-learning groups had a greater improvement from pre-test to post-test scores compared with video-learning groups. Moreover, children in iPad and toy test groups, had a greater improvement from pre-test to post-test scores than those in paper-test groups. Experiment 2 aimed to explore whether embodied cognition or the gesture as cues promoted children's learning and was conducted with 79 preschoolers (M = 70.92 months, SD = 4.80) using three learning media: touchscreen, gesture-watching, and nongesture-watching. Results showed that learning performance of the touchscreen group and gesture-watching group was better than that of the nongesture-watching group. Findings suggest that both the touchscreen and gesture-watching learning tools can improve young children's learning; children were able to transfer what they had learned on an iPad touchscreen to other media. Thus, it appears that gesture is a key factor in touchscreen learning.

Students readiness before participate in the practice activity need to be well prepared through a tutorial video for practicing. Therefore, this study aimed to (1) develop the Learning Media Video Tutorials for Engine Management System (EMS) practices in the Automotive engineering class, and (2) Identify the feasibility of the learning media developed. A research and development approach was implemented. There were two experts analized the product. The results showed that (1) the product is a tutorial video on a vehicle’s EMS diagnosis using a scanner, (2) the utorial video is an.MP4 form with a file size of 2552 MB, which can be played through smartphones or computers, (3) the contents of the tutorial video is consisting introduction, DTC Function, Current Data Function, and Oscillsocope Function, (4) experts validity revealed that the tutorial video for diagnosing EMS on a vehicle is good and feasible to be implemented in the classroom activities. A further study to identify the effect of the tutorial video on the student’s achievement is suggested.

This study aims to provide counseling for kindergarten ABA 48 Semarang children to have healthy and clean hand washing. The method is done through (1) counseling / lecturing, (2) video learning, (3) hands-on practice. Respondents were 23 children. The results obtained 74.0% that children are not accustomed to washing hands according to health protocols and 26% that conforms to health standards. After counseling with three methods there was a change in knowledge and attitudes in washing hands, which from 26% increased to 56.5%. In conclusion, habituation to wash hands according to WHO standards can be successful if through three steps, a mirror, audio visual learning aids and direct practice with running water.

This study aims to provide interactive, active participatory and collaborative media for learners through MOOC in the Introduction to Sociology course. This paper presents alternative learning by utilizing MOOC-based information technology as one way to achieve learning objectives. This development uses research and development (R&D) with development steps consisting of preproduction, production, and postproduction. This development was also validated and implemented during the development process. This study found that development products are feasible to be implemented as learning products. In addition, the results of the implementation test also showed that the use of MOOC media through the development of context-based video learning can improve student understanding more easily, more effectively, and more efficiently. Thus, this development product can be one of the learning media that can be used in the sociology learning process.

Introduction: Operative surgical videos are a popular educational resource, not commonly a part of a peer-reviewed article. We wanted to evaluate the impact of either reading a peer-reviewed manuscript or watching an operative video on a surgeon's confidence in performing a complex case.Methods: Pediatric surgeons and fellows were asked to complete an initial questionnaire to assess their confidence (formulated as a score) in the diagnosis and operative repair of anal stenosis and rectal atresia.Results: Of 101 pediatric surgeons and fellows, 52 (51%) were randomized into a “manuscript” group and 49 (49%) into a “video” group. The mean confidence before the intervention was the same in the two groups (6.4 vs. 6.6). Attending surgeons started with more confidence than trainees (7.1 vs. 5.3, p < 0.001). In the manuscript group, the average confidence increased to 7.7 (p = 0.005), and in the video group the average confidence increased to 7.9 (p = 0.001) globally. Trainees in the video group significantly improved their confidence to a score of 6.6 (p = 0.035), as did attending surgeons to 8.5 (p = 0.01). In the manuscript group, only attendings significantly improved their confidence by 1.5–8.3 (p < 0.001), whereas trainees did not with a difference of 1.3 (p = 0.194). When considering experience level, physicians who reported never having performed this surgery improved only by reading the manuscript (3.9–6.2) (p = 0.004), not by watching the video (5.4–6.6) (p = 0.106). Surgeons with experience doing this operation (>5 times) did not improve their confidence by reading the manuscript (p = 0.10), nor by watching the video (p = 0.112).Conclusion: Reviewing either a detailed manuscript or operative video on the surgical management of rectal atresia and anal stenosis demonstrated a significant increase in self-reported confidence. Trainees benefitted the most from operative videos, whereas experienced surgeons did not improve their confidence by reading the manuscript nor watching the video.

INTRODUCTION This study presents a novel, student-centred, on-demand video learning modality that supports students as they transition from theory to clinical practice. Authentic, one-to-one teacher and student consultations have been video recorded and uploaded online for the peers and subsequent years of students to consume and learn from. This study describes the development and use of these communal consultation videos (CCVs), examines how students perceive this novel intervention and proposes supporting educational theory. METHODS A library of 28 CCVs has been archived online, to enable learning for students not present at the original staff consultation. A questionnaire was designed and administered to evaluate student perceptions of this novel learning intervention and administered to see how students used and perceived its benefit. RESULTS The CCV has proven to be popular, well received and valued by students. Students reported the videos were interactive, engaged them cognitively and supported them for assessments and in preparation for the clinical care of their own patients. Students also reported that watching the videos broadened their "clinical" experience of others cases that were different to their own. CONCLUSION This novel learning modality demonstrates new engaging learning opportunities for students and teachers that support students for assessments and clinical skill practice and afford observational clinical experience.

The purpose of this research is to identify the effects of teaching duet among social sciences students on the frequency of the critical thinking abilities used. This research are conducted in order to employ the current tools of conventional methods with integration of group activities and learning video in order to deliver the teaching and learning content. There are only selected topics from the subjects content are taking part in this teaching duet approach. This research is conducted using quasi experimental design involving 45 students in one of the universities in Malaysia. The research focuses on the frequency of critical thinking abilities used while answering the assessment test after the teaching duet occur according to Ennis’s critical thinking abilities. By using thematic analysis, the researcher has analyzed and categorized the answers and compared them with the Ennis’s critical thinking abilities. Among 12 abilities contain in Ennis, there are 10 abilities were obtain at the end of the research for the treatment group while there are 7 abilities contains in control group. This result suggest that the teaching duet approach have a potential in promoting the students to use more critical thinking abilities compare to conventional learning method.

Purpose: The purpose of this study was to evaluate the effectiveness of infant CPR (Cardiopulmonary Resuscitation) immediate remediation[LAB2]. Methods: This is a quasi-experimental study with a non-equivalent comparison group pre-post test design. Participants were 73 child care teachers in J district in Seoul. The experimental group (35) received immediate remediation with video learning [LAB3]for infant CPR education and the control group (38) received video learning only. We investigated confidence of infant CPR and tested single-rescuer infant CPR performance depending on a checklist (8 items). Data were collected before and right after to evaluate the confidence of infant CPR and before, right after and 2 weeks after the education to evaluate the skill performance and final acceptance. Results: There was a significant increase in confidence of infant CPR in the experimental group and control group. There was a statistically significant difference in the degree of skill performance between groups according to the amount time (F

This study compared the effectiveness and efficiency of written diagrams to multi-media computer videos in hospitality education. Subjects were given two written diagrams and two computer videos of four napkin folds and four garnishes, respectively. The time required to complete the napkin folds and garnishes was significantly (p

The wide diffusion of e-learning technologies represents a great opportunity for underserved segment of the population. This is particularly true for people with disabilities, who may have difficulties attending traditional on-site learning programs or accessing to conventional (printed) learning materials. The creation and provision of accessible e-learning contents are crucial aspects in ensuring that e-learning will become an inclusive technology. This paper presents LOT (Learning Objects Transcoder) a system designed and developed to automatically produce different accessible/portable versions of audio/video learning materials. The system offers a broking service to transcode digital video lectures included in a LO that full fits a specific student profile, focusing specifically on his/her accessibility requirements.

Video learning is becoming an increasingly important part of contemporary education. In the decade there has been an increase of many and diverse forms of research efforts on video learning. This paper focuses on the video learning research of the last years based on 166 peer-reviewed published academic papers. A categorization is then derived from these papers, delineating some basic characteristics of video learning. The taxonomy attempts to look at MOOCs rapid growth through the lens of video-based learning research. We also provide some directions for future research related to the use of video learning. Copyright (c) 2017 Michail Giannakos, Letizia Jaccheri, John Krogstie. Under a CC-BY license.

(2000). Films/Videos: Video Learning through the Lives of Children and the Eyes of Technology. Childhood Education: Vol. 76, No. 3, pp. 184-185.

Video recorders, microcomputers and viewdata systems each have a unique contribution to make to education and training. In combining these three developments, however, the possibility emerges of using video as the basis of an integrated study medium. Such a medium could interpose videotext with videoprogram, provide explanation or ask questions, enable adaptive structuring and present knowledge in many different ways. In particular, it could provide the opportunity for interaction during each individual's study encounter. This paper expands on these possibilities and illustrates their relationship using a media paradigm constructed from the dimensions of image change‐rate and response‐demand.

As knowledge expands exponentially, so does the need for industry to keep pace with new information, techniques and theories. Video learning has the potential to contribute speedily and effectively to meeting this need. What factors should be taken into account to ensure the success of video learning? Recent developments at RMIT and in the UK are used as illustrative examples.

Beginning with the March 1990 issue of Hispania, the traditional audiovisual column will be expanded into the Multimedia section. It will include information on audio-cloze exercises and digitalized sound, as well as audiotapes; coverage of videodiscs, videotapes, and television programs received via satellite dish, in addition to films and slides; and reports on computer and video learning centers, besides state-of-the-art audio laboratories. As editor of the new Multimedia column, I encourage you to contribute articles describing innovative ways to use the older media, summarizing your successes with audio, computer, or video-assisted instruction, and reporting media-related research. We welcome submissions on these and similar topics. In particular, we would like to increase the number of reviewers. If you are interested in evaluating audiotapes, computer software, films, videotapes, or machines (such as equipment for audio labs, computer hardware, or new VCRs) please contact me. My telephone nu ber is (703) 464-7241, and my new mailing add ess appears on the masthead above. COMPUTERS IN RESEARCH AND TEACHING 1091