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INTRODUCTION: Traditional methods for assessing movement quality rely on subjective standardized scales and clinical expertise. This limitation creates challenges for assessing patients with spinocerebellar ataxia (SCA), in whom changes in mobility can be subtle and varied. We hypothesized that a machine learning analytic system might complement traditional clinician-rated measures of gait. Our objective was to use a video-based assessment of gait dispersion to compare the effects of troriluzole with placebo on gait quality in adults with SCA. METHODS: Participants with SCA underwent gait assessment in a phase 3, double-blind, placebo-controlled trial of troriluzole (NCT03701399). Videos were processed through a deep learning pose extraction algorithm, followed by the estimation of a novel gait stability measure, the Pose Dispersion Index, quantifying the frame-by-frame symmetry, balance, and stability during natural and tandem walk tasks. The effects of troriluzole treatment were assessed in mixed linear models, participant-level grouping, and treatment group-by-visit week interaction adjusted for age, sex, baseline modified Functional Scale for the Assessment and Rating of Ataxia (f-SARA), and time since diagnosis. RESULTS: From 218 randomized participants, 67 and 56 participants had interpretable videos of a tandem and natural walk attempt, respectively. At Week 48, individuals assigned to troriluzole exhibited significant (p = 0.010) improvement in tandem walk Pose Dispersion Index versus placebo {adjusted interaction coefficient: 0.584 [95% confidence interval (CI) 0.137 to 1.031]}. A similar, nonsignificant trend was observed in the natural walk assessment [coefficient: 1.198 (95% CI - 1.067 to 3.462)]. Further, lower baseline Pose Dispersion Index during the natural walk was significantly (p = 0.041) associated with a higher risk of subsequent falls [adjusted Poisson coefficient: - 0.356 [95% CI - 0.697 to - 0.014)]. CONCLUSION: Using this novel approach, troriluzole-treated subjects demonstrated improvement in gait as compared to placebo for the tandem walk. Machine learning applied to video-captured gait parameters can complement clinician-reported motor assessment in adults with SCA. The Pose Dispersion Index may enhance assessment in future research. TRIAL REGISTRATION-CLINICALTRIALS. GOV IDENTIFIER: NCT03701399.

Building on the embodied consumption literature, we draw on Merleau-Ponty's theory of art to consider how new modes of visibility arise in interactions between individuals online. Focusing on one particular virtual and collaborative museum programme, we use ethnomethodological analysis of interactions to analyse video recordings of virtual arts conversations. The analysis explores how participants render visible their orientation to each other and to the works of art discussed in the workshop. Thus, we can see how participants produce the sense and significance of works of art in, and through 'intercorporeal interactions' while participating in a virtual arts programme. Observations and findings from our research have significant implications for the strategic management of virtual consumer experiences. [ABSTRACT FROM AUTHOR]

The Timed Up-and-Go (TUG) test has been combined with different verbal/cognitive tasks (i.e., TUG dual task [TUGdt]) as a form of motor-cognitive testing. However, it is still unclear how different TUGdt conditions affect gait among older adults. Thirty community-dwelling older adults, with mean age of 73 years, participated in the study. Data were collected using marker-free video recordings. Gait parameters were extracted using a semiautomatic deep learning system. Comparisons of execution time and gait parameter outcomes were made under TUG and three types of TUGdt test conditions: TUGdt-naming animals, TUGdt-months backwards, and TUGdt-serial 7s. Statistical analyses were based on mean values of the gait parameters for each participant and TUG condition, including TUGdt gait cost, that is, the relative difference between TUGdt and TUG. All the investigated TUGdt conditions resulted in varying degrees of gait parameter changes. Under TUGdt conditions, participants took shorter and slower steps, with TUGdt-serial 7s causing the largest interference. [ABSTRACT FROM AUTHOR]

Research focusing on social media usage in sport communication and its related media has made significant strides in the last 2 decades. Researchers have provided key insights into how social media content is created by sport entities and media members, how sport fans and consumers feel about social media content, and how aspects of social media content inform public perception of matters pertaining to race, gender, ethnicity, politics, and other key cultural areas. However, the changing natures of social media technology and user preferences for content have often moved faster than the body of research surrounding them. This commentary highlights a gap in published sport communication studies focusing on dynamic social media content and provides suggestions for addressing a key present, and future, need for scholarly inquiry in the field. [ABSTRACT FROM AUTHOR]

Purpose: Mental rehearsal is commonly employed, with positive visualization proposed to enhance complex skill performance. Additionally, video stimulus has been associated with enhanced kinesthetic sensations and rapid hormone fluctuations that may contribute to enhancing mental rehearsal and the conscious and unconscious emotional state for skill execution. Here, we assessed the impact of a 15-minute mental rehearsal intervention on rugby-specific tasks and the associated hormone profile. Methods: Professional rugby players (N = 10) volunteered for a randomized crossover study. They completed three 15-minute preparatory phases (positive or negative video-guided mental rehearsal or self-directed mental rehearsal alone) prior to an exercise stressor and rugby-specific passing task. Salivary testosterone and cortisol were monitored to assess stress responses. Results: Performance during the rugby passing task was improved following the positive video condition (91% [7.4%]) compared to the negative video (79% [6.0%]; ES: 1.22 ± 0.75) and self-visualization (86% [5.8%]; ES: 0.58 ± 0.75), with a significant correlation observed between passing performance and salivary testosterone (r =.47 ±.34, P =.0087). Positive video imagery prior to an exercise stressor also significantly enhanced physiological stress resilience (r =.39 ±.36, P =.0352). Conclusions: This pilot study demonstrates that mental rehearsal was enhanced by appropriate, context-specific video presentation. We propose that the interaction between sex steroids, the adrenal axis, and subsequent conscious and unconscious behaviors may be relevant to competitive rugby. Specifically, we suggest that relatively elevated free testosterone imparts a degree of stress resilience, which may lead to enhanced expression of competitive behaviors and provide an enhanced state for rugby skill execution. [ABSTRACT FROM AUTHOR]

AbstractDrawing on recent re-conceptualisations of the established concept of literacy events into literacy-as-events, this article furthers empirical and theoretical understandings of spatiality in classroom literacy. Using a socio-material approach, it investigates spatial formations of literacy-as-events in lower secondary education in new techno-scholastic environments, where the digital and the scholastic have become indiscernible from each other. The empirical material consists of video recordings from Swedish and Danish classrooms, using two cameras and screen-recordings of students’ screens. From a rich data material, three examples were selected for analysis, thinking with notions of spatial imaginaries and the metaphors of network, region, resonance and fluidity to investigate spatial formations as students work with literacy tasks. The analysis shows how literacy in these digitally rich classrooms becomes distributed over a range of distances in the physical classroom space, where we identify projector-laptop, student-laptop and through the screen formations as examples of spatial formations important for what it means to be a student in contemporary digitalized classrooms. The article highlights the importance of further discussions on how digital technology contributes both to new potentials for meaning-making, and to challenges related to managing a constant state of fluidity without reverting solely to traditional regulatory practices. [ABSTRACT FROM AUTHOR]

Background/Objectives: The COVID-19 pandemic reduced in-person pediatric visits in the United States by over 50%, while telehealth visits increased significantly. The national use of telehealth for children and the factors influencing their use have been rarely studied. This study aimed to investigate the prevalence of telehealth use during the COVID-19 pandemic and explore the potential factors linked to its use at the state level. Methods: A cross-sectional study of the National Survey of Children's Health (2021–22) sponsored by the federal Maternal and Child Health Bureau was performed. We used the least absolute shrinkage and selection operator (LASSO) regression to predict telehealth use during the pandemic. A bar map showing the significant factors from the multivariable regression was created. Results: Of the 101,136 children, 15.25% reported using telehealth visits due to COVID-19, and 3.67% reported using telehealth visits due to other health reasons. The Northeast states showed the highest telehealth use due to COVID-19. In the Midwest and Southern states, children had a lower prevalence of telehealth visits due to other health reasons. The LASSO regressions demonstrated that telehealth visits were associated with age, insurance type, household income, usual source of pediatric preventive care, perceived child health, blood disorders, allergy, brain injury, seizure, ADHD, anxiety, depression, and special needs. Conclusions: This study demonstrated significant variability in the use of telehealth among states during the COVID-19 pandemic. Understanding who uses telehealth and why, as well as identifying access barriers, helps maximize telehealth potential and improve healthcare outcomes for all. [ABSTRACT FROM AUTHOR]

Movies have the ability to trigger our emotions and affect us in powerful ways. But the impact is not the same among all the audience and, according to our results, also not between women and men. In this study, we used an electroencephalogram (EEG) to register the brain activity of a group of 30 students while they watched a violent scene. The results showed that both male and female groups activated the left temporal lobe. However, the female group also activated the left insula and orbitofrontal areas of both hemispheres. The results of Hotelling's T-squared distribution also showed significant differences in occipital areas of the brain in favour of women. Thus, our findings evidence that the violent scene activated emotional areas in both male and female groups, but in women there was also an activation of brain areas related to shape and colour recognition and to cognitive processes. [ABSTRACT FROM AUTHOR]

Background: Trauma is one of the leading causes of mortality worldwide, and online platforms have become essential sources of information for trauma management. YouTube can play a significant role in helping people access medical information. Methods: YouTube was searched using the keywords management of trauma and assessment of trauma to identify relevant videos. Two authors independently evaluated the videos according to the ATLS (10th edition) guidelines, the modified DISCERN (m‐DISCERN) scale, and the Global Quality Scale (GQS) criteria. The videos that met the study criteria were evaluated based on the provider, video length, and view count. Results: Out of 939 videos, 667 were excluded resulting in 272 videos included in the study. According to the ATLS (10th edition) guidelines, the median score for videos was 8 (IQR 7‐8). Videos uploaded by official institutions and healthcare professionals received higher scores than from uncertain sources (p = 0.003). According to the GQS, 86% of the videos were low or moderate quality; uncertain sources uploaded 78% of low‐quality videos. Conclusion: YouTube is an information source about trauma management that contains videos of varying quality and has a broad audience. Official institutions and healthcare professionals should be aware of this evolving technology and publish up‐to‐date, accurate content to increase awareness about trauma management and help patients distinguish helpful information from misleading content. [ABSTRACT FROM AUTHOR]

Background: Induction of labor (IOL) is common with one in four labors being induced in the United States (US). IOL has been associated with lower birth satisfaction. Video education can address gaps in education and promote anticipatory guidance. Prior studies in obstetrics have focused on randomized designs in English-speaking patients, leaving opportunities to explore how these tools perform in a pragmatic fashion with diverse patient populations. Our objective was to evaluate the effects of a video education tool on patient satisfaction and knowledge of IOL experience in English and Spanish-speaking patients scheduled for IOL at a tertiary care hospital. Methods: This was a single site pragmatic implementation of a quality improvement measure at an academic hospital. A bilingual survey was developed to evaluate the impact of an educational video on birth satisfaction and knowledge of IOL procedures. The video is freely available in English and Spanish. Baseline postpartum surveys were collected from June to July 2021. The video was subsequently recommended by providers when scheduling IOLs. Post-intervention surveys were collected from September to November 2021 after an implementation period. Groups were compared using t-tests for satisfaction scores and chi-square analyses for categorical variables. Results: Thirty-two participants completed the baseline survey and 72 completed the post-implementation survey with response rates of 88.9% and 91.1%, respectively. There were no statistically significant changes between mean total satisfaction scores (26.9 vs 28.0 out of 40.0, p = 0.290). 61 participants were English speaking (58%) and 43 Spanish (42%). Thirty (42%) patients reported watching the video. Correct identification of amniotomy use improved in the post-intervention group (p = 0.002). No changes were seen in anticipated duration of labor nor in whether patients would choose to be induced again. Conclusions: Recommendation of video education before scheduled IOL was associated with little improvement in knowledge about IOL, but no significant improvement in patient satisfaction. While video education has improved these measures in randomized trials, our study demonstrated that real-world implementation and patient uptake may be initially difficult. This study may help providers emphasize direct education and counseling and promote optimal implementation of innovative educational media. [ABSTRACT FROM AUTHOR]

Amorphous films are formed on substrates at room temperature in the process of anodic oxidation of niobium foil. The studies were carried out using methods of electron diffraction and "in situ" transmission electron microscopy (TEM) with video recording of structural changes. It was found that electron beam irradiation of the film with a dose rate (4–7)·104 e−/Å2·s inside the column of the electron microscope causes its layer polymorphous crystallization (LPC) with the formation of Nb2O5 crystals with hexagonal lattice. The dimensionless parameter of the relative crystallization length δ0≈ 5000 − 7000. The dependence on time of the crystal diameter is described by a power function with exponents of 1.55, 1.1 and 1.3. According to this the dependence of the fraction of the crystalline phase on time is described by a power function with exponents of 3.1, 2.2 and 2.6. This non-quadratic nature is explained with the formation of a domain superstructure in the low-temperature modification of α-Nb2O5 and phenomenon of polyamorphism in amorphous films. [ABSTRACT FROM AUTHOR]

Background & purpose: Tremor is a common movement disorder diagnosed employing electrophysiological methods. Today, machine learning (ML) algorithms can efficiently analyze image-based data. Thus, we subjected the dynamics of essential tremor (ET) to video-based analysis. Methods: We enrolled 59 ET patients and 48 age-matched normal controls. The Clinical Rating Scale for Tremor was used to score tremors. All subjects used a smartphone to record an image designed especially for this study while both stationary and in motion. The trajectories were divided into lower bandpass-filtered and bandpass-filtered (BPF) groups based on the frequency. We extracted seven trajectory features, including the angle, velocity, homogeneity, pitch, power, entropy, and cosine. We used Student's t-test to compare the features of the ET patients and normal controls. A Random Forest model was employed to rank feature importance. Five ML models (random forest, k-nearest neighbors, support vector machine, decision tree, and multi-layer perceptron) were applied to estimate diagnostic accuracy. Results: Significant differences in most of the features of the BPF signals were evident between the two groups. The velocity and homogeneity of the BPF trajectory were highest in the stationary and motion phases, respectively. The highest accuracy levels in the stationary, motion, and combined phases for predicting ET were 0.901, 0.757, and 0.892, respectively. Conclusions: Features of ET tremor were evident in image-based data, enabling analysis of the tremor dynamics. ML analyses distinguished ET subjects from normal controls; however, more research is needed. [ABSTRACT FROM AUTHOR]

The present research aimed to determine the use and acceptance of video in the self-creation of assignments or evidence of learning as a strategy to mitigate plagiarism. This research adopted a mixed design, with an experimental, exploratory, and descriptive scope that reflects an innovative approach to meet this challenge. A non-probabilistic sample was considered, comprised of students in their first semester of higher education in the subject of Introduction to Programming at a public university in Mexico. The participants were divided into an intervention group and a control group. The acceptance of the use of the implemented strategy was evaluated using the Technology Acceptance Model and the results revealed the viability and usefulness of the strategy since the students in the intervention group stood out in the creation of their assignments compared to the control group. There was a positive and strong relationship between academic performance and the perceived usefulness of the strategy. We conclude by emphasizing the importance of teachers promoting the active role of students in the development of their work, to promote authentic learning and guarantee educational quality. [ABSTRACT FROM AUTHOR]

With an increasing number of videos integrating instructor's visuals on screen, we know little about the impacts of this design on mind wandering. The study aims to investigate a) how instructor visibility impacts mind wandering; b) the relationship between mind wandering and retention performance; c) how visual behaviour during video-watching influences mind wandering. Each participant watched a video with or without instructor visibility, while their visual behaviour was recorded by an eye tracker. Retention performance was measured at the completion of the video. Mind wandering was inferred via global self-report measure and objective eye tracking measure. Both measures of mind wandering indicated the instructor visible video resulted in less mind wandering. Findings suggested mind wandering impaired retention performance. Additionally, visual attention to the instructor was associated with less mind wandering. [ABSTRACT FROM AUTHOR]

I have lived with chronic back pain for over 20 years. My experience has shown me that my relationship to pain can resonate with what it means to relate with wider ecological pain. I reflect on Pain and I —my autobiographical dance performance that explores the rich complexities of chronic pain and asks "what can pain teach us"? I explore what chronic pain experience can reveal about having a process with pain and staying "with the trouble" of our "wounded Earth." I draw on autoethnographic poetry, performance text, pain theory, and ecological philosophy. [ABSTRACT FROM AUTHOR]

Research in machine learning (ML) algorithms using natural behavior (i.e., text, audio, and video data) suggests that these techniques could contribute to personalization in psychology and psychiatry. However, a systematic review of the current state of the art is missing. Moreover, individual studies often target ML experts who may overlook potential clinical implications of their findings. In a narrative accessible to mental health professionals, we present a systematic review conducted in 5 psychology and 2 computer science databases. We included 128 studies that assessed the predictive power of ML algorithms using text, audio, and/or video data in the prediction of anxiety and posttraumatic stress disorder. Most studies (n = 87) were aimed at predicting anxiety, while the remainder (n = 41) focused on posttraumatic stress disorder. They were mostly published since 2019 in computer science journals and tested algorithms using text (n = 72) as opposed to audio or video. Studies focused mainly on general populations (n = 92) and less on laboratory experiments (n = 23) or clinical populations (n = 13). Methodological quality varied, as did reported metrics of the predictive power, hampering comparison across studies. Two-thirds of studies, which focused on both disorders, reported acceptable to very good predictive power (including high-quality studies only). The results of 33 studies were uninterpretable, mainly due to missing information. Research into ML algorithms using natural behavior is in its infancy but shows potential to contribute to diagnostics of mental disorders, such as anxiety and posttraumatic stress disorder, in the future if standardization of methods, reporting of results, and research in clinical populations are improved. [ABSTRACT FROM AUTHOR]

YouTube is one of the primary platforms for the creation and distribution of audiovisual content. Consequently, brands leverage its potential for the dissemination of branded content projects. This paper examines the case of BBVA's "Aprendemos juntos" ("Learning Together"), whose YouTube channel boasts over four million subscribers. The research objectives are to characterize the distribution model and analyse the content to identify its key elements, delving into the fundamental principles of branded content. In order to achieve this objective, a methodology has been devised which employs a quantitative analysis of the channel's videos between 2019 and 2023, in addition to a content analysis of the most significant pieces. [ABSTRACT FROM AUTHOR]

Copyright of Forensic Science & Technology is the property of Institute of Forensic Science, Ministry of Public Security and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Commonly employed in polyp segmentation, single-image UNet architectures lack the temporal insight clinicians gain from video data in diagnosing polyps. To mirror clinical practices more faithfully, our proposed solution, PolypNextLSTM, leverages video-based deep learning, harnessing temporal information for superior segmentation performance with least parameter overhead, making it possibly suitable for edge devices. Methods: PolypNextLSTM employs a UNet-like structure with ConvNext-Tiny as its backbone, strategically omitting the last two layers to reduce parameter overhead. Our temporal fusion module, a Convolutional Long Short Term Memory (ConvLSTM), effectively exploits temporal features. Our primary novelty lies in PolypNextLSTM, which stands out as the leanest in parameters and the fastest model, surpassing the performance of five state-of-the-art image and video-based deep learning models. The evaluation of the SUN-SEG dataset spans easy-to-detect and hard-to-detect polyp scenarios, along with videos containing challenging artefacts like fast motion and occlusion. Results: Comparison against 5 image-based and 5 video-based models demonstrates PolypNextLSTM's superiority, achieving a Dice score of 0.7898 on the hard-to-detect polyp test set, surpassing image-based PraNet (0.7519) and video-based PNS+ (0.7486). Notably, our model excels in videos featuring complex artefacts such as ghosting and occlusion. Conclusion: PolypNextLSTM, integrating pruned ConvNext-Tiny with ConvLSTM for temporal fusion, not only exhibits superior segmentation performance but also maintains the highest frames per speed among evaluated models. Code can be found here: https://github.com/mtec-tuhh/PolypNextLSTM. [ABSTRACT FROM AUTHOR]

Copyright of Acibadem Saglik Bilimleri Dergisi is the property of Acibadem University Medical School and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To investigate the consistency of Chatbot Generative Pretrained Transformer (ChatGPT)‐4 in the analysis of clinical pictures of common laryngological conditions. Study Design: Prospective uncontrolled study. Setting: Multicenter study. Methods: Patient history and clinical videolaryngostroboscopic images were presented to ChatGPT‐4 for differential diagnoses, management, and treatment(s). ChatGPT‐4 responses were assessed by 3 blinded laryngologists with the artificial intelligence performance instrument (AIPI). The complexity of cases and the consistency between practitioners and ChatGPT‐4 for interpreting clinical images were evaluated with a 5‐point Likert Scale. The intraclass correlation coefficient (ICC) was used to measure the strength of interrater agreement. Results: Forty patients with a mean complexity score of 2.60 ± 1.15. were included. The mean consistency score for ChatGPT‐4 image interpretation was 2.46 ± 1.42. ChatGPT‐4 perfectly analyzed the clinical images in 6 cases (15%; 5/5), while the consistency between GPT‐4 and judges was high in 5 cases (12.5%; 4/5). Judges reported an ICC of 0.965 for the consistency score (P =.001). ChatGPT‐4 erroneously documented vocal fold irregularity (mass or lesion), glottic insufficiency, and vocal cord paralysis in 21 (52.5%), 2 (0.05%), and 5 (12.5%) cases, respectively. ChatGPT‐4 and practitioners indicated 153 and 63 additional examinations, respectively (P =.001). The ChatGPT‐4 primary diagnosis was correct in 20.0% to 25.0% of cases. The clinical image consistency score was significantly associated with the AIPI score (rs = 0.830; P =.001). Conclusion: The ChatGPT‐4 is more efficient in primary diagnosis, rather than in the image analysis, selecting the most adequate additional examinations and treatments. [ABSTRACT FROM AUTHOR]

Introduction: Traditionally, surgical procedures are explained through consultations between the surgeon and the patient to ensure informed consent. Patient education enhances engagement and knowledge, aiding informed decision-making. This study aimed to assess the effect of an educational video on preoperative patient knowledge and satisfaction in the context of total knee arthroplasty (TKA) as an adjunct to the consent process. Methods: A prospective randomized controlled study involving 100 patients in dedicated elective orthopedic units in UK-based hospitals was conducted. After consultation with a dedicated knee surgeon and a preoperative education day for TKA run by dedicated orthopedic nurse specialists, patients were randomized into one of two limbs (video vs no video) at a 1:1 ratio. The treatment group (video group) was shown a video about the principles and steps of the procedure, including the recovery time. Following this, a 10-point knowledge test was completed, and patients rated their satisfaction with the preoperative education on a scale of 0–10. Results: Patients in the video limb group had a significantly greater mean knowledge score and greater satisfaction with preoperative education than patients who did not view the video. The video group (n = 49) had a mean knowledge score of 8.73 +/− 0.159 compared to 7.68 +/− 0.281 for the nonvideo limb (n = 50) (p < 0.05). The video group had a mean satisfaction score of 9.00 +/− 0.123 compared to 8.40 +/− 0.121 for the nonvideo limb group (p < 0.05). Conclusion: Video-assisted consent in total knee arthroplasty improves preoperative knowledge and patient satisfaction when used as an adjunct in the consent process. A simple, standardized video, either pre- or post-consultation could reinforce information that the patient receives in a simple effective manner, allowing for true informed consent. [ABSTRACT FROM AUTHOR]

Introduction: Video education is a commonly used patient education tool. However, the impact of integrating artificial intelligence (AI) into video education remains unexplored. This study aimed to examine the acceptability of an AI-generated presenter in a patient information video about face-down positioning after vitreoretinal surgery. Method: We prospectively enrolled participants who were planned for vitreoretinal surgery in which postoperative face-down positioning was recommended at the Royal Adelaide Hospital between December 2022 and September 2023. Participants were preoperatively provided with an educational video presented by an AI-generated presenter, incorporated into a surveyredcap. A pre- and post-video questionnaire was administered electronically. Results: There were 15 participants included in the study. In the pre-video questionnaire, most participants rated their awareness of special equipment for positioning as “not aware” (33%) and “slightly aware” (33%). The median pre-video six-item Spielberger State-Trait Anxiety Inventory Score was 12 (interquartile range 12–15). In the post-video questionnaire, most participants rated the video’s quality as “excellent” (73%) and would recommend it to others (73%). The majority of participants strongly agreed that they understood the AI presenter (60%), felt at ease with the presenter (60%), and trusted the presenter (60%). Four participants (22%) disagreed with the statement: “I was aware the presenter was computer generated.” Conclusions: Video-based education may provide information that patients find useful, particularly for physical maneuvers such as face-down positioning. The use of an AI-generated presenter was well-received by the majority of patients. Further research regarding the use of AI to develop educational video content is warranted. [ABSTRACT FROM AUTHOR]

Although product placements in music videos are ubiquitous and a common form of advertising cooperation between companies and artists, few studies have addressed the topic, especially the artists' perceptions. This experimental online study examines the effects of fit between artist and product in music videos. Results show that good artist-product-fit reduces persuasion knowledge and increases perceived credibility of the artist as well as viewers' willingness to share the video through electronic word of mouth (eWOM). These results highlight the need to understand viewers' perceptions of artists in promotional contexts to avoid dysfunctional promotional collaborations. [ABSTRACT FROM AUTHOR]

AbstractObjectiveDesign and settingMethodResultsConclusionThe aim of this study is to explore general practice staff perspectives regarding a teaching concept based on instructional videos for conducting DR screenings. Furthermore, this study aims to investigate the competencies acquired by the staff through this teaching concept.Qualitative cross-sectional study conducted in general practice clinics in the North Denmark Region.A teaching concept was developed based on instruction videos to teach general practice staff to conduct diabetic retinopathy screenings with automated grading through artificial intelligence. Semi-structured interviews were performed with 16 staff members to investigate their perspectives on the concept and acquired competencies.This study found no substantial resistance to the teaching concept from staff; however, participants’ satisfaction with the methods employed in the instruction session, the progression of learning curves, screening competencies, and their acceptance of a known knowledge gap during screenings varied slightly among the participants.This study showed that the teaching concept can be used to teach general practice staff to conduct diabetic retinopathy screenings. Staffs’ perspectives on the teaching concept and acquired competencies varied, and this study suggest few adjustments to the concept to accommodate staff’s preferences and establish more consistent competencies. [ABSTRACT FROM AUTHOR]

Background: Firearm suicide is a leading cause of death in the United States. Suicide prevention experts have advocated for upstream interventions that can be implemented prior to the development of suicidal thoughts, particularly those that focus on lethal means safety (LMS; e.g., increasing secure firearm storage). To reach firearm owners with LMS messaging, researchers have developed suicide prevention training content which can be incorporated into firearm training courses. However, no study to date has evaluated impact of such training on firearm course students' subsequent knowledge, attitudes, and openness related to secure firearm storage. Thus, the current study sought to examine both the feasibility and acceptability of a LMS-focused suicide prevention training module among firearm course students, as well as the impact of this module on students' secure firearm storage-related knowledge, attitudes, and openness. Methods: Firearm instructors (N = 6) and students in firearm classes (N = 83) were recruited to participate. Students were invited to complete voluntary, anonymous pre- and post-surveys during courses they attended that were led by these instructors. Instructors and students were also invited to complete a brief qualitative interview. Results: Results indicated that firearm instructors and students in firearm courses found the module feasible and acceptable. Additionally, students' knowledge about the relationship between firearms and suicide, openness to changing firearm storage practices, and endorsement of the importance of discussing firearms and suicide with fellow firearm owners, as well as willingness and confidence to do so, all significantly increased after viewing the module. Conclusions: These findings provide strong support for the use of such culturally competent LMS messaging as upstream suicide prevention in settings such as concealed carry courses. [ABSTRACT FROM AUTHOR]

Today, technology has permeated every corner of our lives and has significantly affected the field of education. In our country, the Movement for Increasing Opportunities and Improving Technology (FATIH) project implemented by the Ministry of National Education (MoNE) is one of the most important initiatives expressing the place of technology in education. With the FATIH project, classrooms have been enriched with smart boards, creating a more interactive learning environment. In addition, the Education Information Network (EIN) was created to provide a comprehensive collection of digital resources for educators and students. EBA offers a wealth of instructional videos and interactive materials that allow teachers to improve their lessons and better interact with students. This study focuses on the evaluation of middle school science course videos and interactive content provided by EBA created by the Ministry of National Education. At this point, key variables such as duration, number of views, class distribution of the videos, and alignment with educational objectives were analyzed. In the study, a total of 924 lesson videos and 282 interactive materials from fifth to eighth grades were carefully reviewed by an expert science educator by watching each piece twice. The data obtained were analyzed using document analysis technique. [ABSTRACT FROM AUTHOR]

Purpose: Videos and images are becoming an educational tool in every domain. The objective was to assess the contribution of short educational endoscopic videos in learning the complex anatomy of the tympanic cavity. Methods: We conducted a prospective study amongst all the otolaryngology residents in 2021 in the greater Paris area (n = 74), from the first year to fifth year. We divided the residents into two groups who had the same 30-min anatomy class based on anatomical drawings. The second group had a 4-min endoscopic educational video at the end, whereas the first group did not. A video test of 10 surgical situations with each time 5 anatomic structures to identify was created. All the residents took the test just after the class, and 1 month later to assess long-term memory. The MERSQI score (design to assess the quality of educational studies) applied to our study was calculated. Results: The two groups were comparable in terms of training. The "video" group had significantly better results in the first test, mean score 24.40/50 (± 11.7) versus 16.74/50 (± 11.1) (p = 0.005) and also at 1 month, mean score 23.25/50 (± 12.3) versus 18.01/50 (± 11.3) (p = 0.035). The score in each group, and the difference between both groups, increased with resident seniority. The MERSQI score of our study was 14.5/18. Conclusion: This study highlights the educational value of videos to help memorise complex 3D anatomy such as in the tympanic cavity. [ABSTRACT FROM AUTHOR]

Over the past decades, tremendous technological advances have emerged in human motion analysis (HMA). How has technology for analysing human motion evolved over the past decades, and what clinical applications has it enabled? The literature on HMA has been extensively reviewed, focusing on three main approaches: Fully-Instrumented Gait Analysis (FGA), Wearable Sensor Analysis (WSA), and Deep-Learning Video Analysis (DVA), considering both technical and clinical aspects. FGA techniques relying on data collected using stereophotogrammetric systems, force plates, and electromyographic sensors have been dramatically improved providing highly accurate estimates of the biomechanics of motion. WSA techniques have been developed with the advances in data collection at home and in community settings. DVA techniques have emerged through artificial intelligence, which has marked the last decade. Some authors have considered WSA and DVA techniques as alternatives to "traditional" HMA techniques. They have suggested that WSA and DVA techniques are destined to replace FGA. We argue that FGA, WSA, and DVA complement each other and hence should be accounted as "synergistic" in the context of modern HMA and its clinical applications. We point out that DVA techniques are especially attractive as screening techniques, WSA methods enable data collection in the home and community for extensive periods of time, and FGA does maintain superior accuracy and should be the preferred technique when a complete and highly accurate biomechanical data is required. Accordingly, we envision that future clinical applications of HMA would favour screening patients using DVA in the outpatient setting. If deemed clinically appropriate, then WSA would be used to collect data in the home and community to derive relevant information. If accurate kinetic data is needed, then patients should be referred to specialized centres where an FGA system is available, together with medical imaging and thorough clinical assessments. • Gait analysis by stereophotogrammetry provides highly accurate biomechanics of motion. • Wearable sensors enable ecological data collection at home and in community setting. • Deep-learning video analysis can perform motion capture without instruments on subjects. • Several authors suggest more modern technologies shall replace traditional gait analysis. • We argue that these three technologies complement each other and shall be "synergistic". [ABSTRACT FROM AUTHOR]

Effective video resources are assumed to promote learner engagement, but the extent to which this occurs is unclear. This study examines learners' engagement with instructor‐generated video. It contributes an analytical synthesis of qualitative and quantitative data that provides the basis for investigating the extent to which, and how, learners engage with video resources provided in their courses. Specifically, three dimensions of learner engagement with video are studied: behavioural, cognitive and affective. The study contributes to educational technology research by identifying distinctive patterns of learner control over the use of video which diverges from instructors' assumptions. It shows the complex and nuanced features of cognitive and affective engagement. Videos can have positive effects, but inappropriate use of technical features results in learner disengagement. This study contributes a novel use of signalling theory, suggesting the importance of instructor signals concerning relevance, focus and utility as a feature of video generation, as a prerequisite of cognitive engagement. A research and theory development agenda is developed, locating video‐based learning in student contexts as a basis for explaining both engagement and disengagement with video technology affordances. Practitioner notesWhat is already known about this topic Higher education tutors are increasingly expected to generate video content as a feature of their course delivery.Although effective video resources are assumed to promote learner engagement, the extent to which this occurs is unclear.Video technology affordances rarely feature in academic professional development programmes leaving tutors ill‐equipped to understand how and in what ways students engage with video resources as a part of their courses.What this paper adds A novel use of signalling theory to explain different patterns of learner engagement and disengagement.Learner agency and control results in video technology affordances being fitted and 'flexed' around factors that instructors rarely consider in the video generation process.A new model to describe factors that affect student engagement with instructor‐generated video.Implications for practice and/or policy Raise awareness for instructors about patterns of student engagement with video technology affordances that affect learning experience and outcomes.Implement professional development programmes to equip instructors to design and generate video content that takes account of patterns of behavioural, cognitive and affective engagement and signals relevance, focus and utility.Develop clear policies regarding technical features of video generation to avoid learner disengagement. [ABSTRACT FROM AUTHOR]

The purpose of this article is to demonstrate how I grappled with questions about the meaning, purpose, and process of playful writing to represent a dance performance based on the oral history narrative of Sybil Jordan Hampton, the sole African American enrolled in her class at Little Rock Central High in Arkansas from 1959 to 1962. Through the presentation of six moments from the dance that I captured through photographs, I explore the possibilities of writing about dance using graphic art to invoke critical reflection and social justice-oriented action, rather than solely as a representation of the dance performance. I examine the complexities surrounding playful writing, layered representations in writing about dance that represents lived experience, and consider whether nontraditional text presented as graphic art enhances the potential for meaning making about social justice action. [ABSTRACT FROM AUTHOR]

In this paper, the author explores current perspectives on contemporary art projects through the concept of the archive. By applying a theoretical framework termed "concern for the archive", the author aims to elucidate complex relationships between the archive as a medium and the situated practices of contemporary art. The paper examines contemporary art as a form of temporary memory storage, particularly through the analysis of Tomáš Rafa's documentary films. It addresses two key questions: What specific aspects of concern for the archive can be identified in political or activist contemporary art? How does concern for the archive differ from archival care, and why is this distinction important?. In the first section, the author discusses the "zones of contact" in political activist art, highlighting the formation of dialogical structures and distinguishing them from scientific research and purely documentary creation. The second section traces the layers of artistic training in Grzegorz Kowalski's renowned studio at the Academy of Fine Arts in Warsaw, where the author gained experience in organizing and documenting collective workshops. This part reveals the specifics of documentary video creation with its activist and archival overlaps. In the final sections, the author outlines a theoretical framework for interpreting documentary video pieces in relation to the concepts of archive, cultural trauma, and cultural therapy. [ABSTRACT FROM AUTHOR]

Aim: Bruxism in children is a common health issue that causes discomfort in the jaw joint and surrounding muscles, negatively affecting daily activities and quality of life. As individuals increasingly turn to online platforms for health information, the accuracy and reliability of this information become crucial. This study aims to evaluate the content and quality of online information on bruxism in children, facilitating access to accurate and reliable patient information and aiding in more informed decision-making regarding treatment options. Material and Method: This study searched the term 'Bruxism in Children' on YouTube™, evaluating the first 100 relevant videos and selecting 18 videos for further analysis. Data on view count, video length, time since upload, likes and dislikes, number of comments, uploader, interaction index, and views were recorded. The Quality Criteria for Consumer Health Information (DISCERN), the Journal of American Medical Association (JAMA), and Global Quality Scale (GQS) assessed patient viewers' medical accuracy, content quality, understandability, and suitability. Results: Most videos were uploaded by health professionals and educators. However, videos uploaded by health professionals did not have significantly higher GQS scores than those uploaded by patients. When categorized by the source of upload, videos from health professionals did not score significantly higher in reliability than other groups. Conclusion: There is a scarcity of videos on bruxism in children on the YouTube™ platform, providing limited benefits and insufficient information. Despite expectations for more accurate information from health professional-produced content, these professionals must upload more comprehensive and understandable videos. [ABSTRACT FROM AUTHOR]

The modern academic world can hardly boast of substantial research on how people become loyal to businesses thanks to TikTok. The current research seeks to add some knowledge to the field by exploring the impact that TikTok services' quality and satisfaction from using it have on Russian and Chinese users' loyalty to opinion leaders in this social network. The analysis of research data collected from the survey of 400 TikTok users was done by means of the partial least squares structural equation modeling method. This allowed obtaining results that confirmed that e-service quality significantly and positively affects users' e-satisfaction and loyalty to opinion leaders. E-satisfaction was found to affect loyalty and mediate the relationship between loyalty and e-service quality significantly and positively. This study provides a number of practical recommendations for brands and businesses interested in promoting their products or services through TikTok. [ABSTRACT FROM AUTHOR]

Abstract Background Induction of labor (IOL) is common with one in four labors being induced in the United States (US). IOL has been associated with lower birth satisfaction. Video education can address gaps in education and promote anticipatory guidance. Prior studies in obstetrics have focused on randomized designs in English-speaking patients, leaving opportunities to explore how these tools perform in a pragmatic fashion with diverse patient populations. Our objective was to evaluate the effects of a video education tool on patient satisfaction and knowledge of IOL experience in English and Spanish-speaking patients scheduled for IOL at a tertiary care hospital. Methods This was a single site pragmatic implementation of a quality improvement measure at an academic hospital. A bilingual survey was developed to evaluate the impact of an educational video on birth satisfaction and knowledge of IOL procedures. The video is freely available in English and Spanish. Baseline postpartum surveys were collected from June to July 2021. The video was subsequently recommended by providers when scheduling IOLs. Post-intervention surveys were collected from September to November 2021 after an implementation period. Groups were compared using t-tests for satisfaction scores and chi-square analyses for categorical variables. Results Thirty-two participants completed the baseline survey and 72 completed the post-implementation survey with response rates of 88.9% and 91.1%, respectively. There were no statistically significant changes between mean total satisfaction scores (26.9 vs 28.0 out of 40.0, p = 0.290). 61 participants were English speaking (58%) and 43 Spanish (42%). Thirty (42%) patients reported watching the video. Correct identification of amniotomy use improved in the post-intervention group (p = 0.002). No changes were seen in anticipated duration of labor nor in whether patients would choose to be induced again. Conclusions Recommendation of video education before scheduled IOL was associated with little improvement in knowledge about IOL, but no significant improvement in patient satisfaction. While video education has improved these measures in randomized trials, our study demonstrated that real-world implementation and patient uptake may be initially difficult. This study may help providers emphasize direct education and counseling and promote optimal implementation of innovative educational media.

Developing digital learning materials, especially video lectures, is becoming an important issue in education. The emergence of artificial intelligence (AI) has made the creation of videos easier compared to the traditional approach. However, the education sector has yet to benefit from these advanced technologies fully. This research explores the application of Artificial Intelligence (AI) in creating digital learning videos. The study uses 43 selected articles and the PRISMA analysis model to search, classify, and content-filter the results. The findings show a noticeable growth in using AI to create digital learning videos, with 33 topics formed from keywords and articles published in various journals. The most influential works include automatic content extraction from videos and virtual teachers, and there is significant interest in ChatGPT. The main research topics include • developing effective AI models to convert text to video, • integrating personalization and interaction features, and • applying these digital learning videos in education and training. However, many issues remain to be researched, such as enhancing the context-understanding capabilities of AI models and building frameworks to evaluate the effectiveness of videos. AI-generated videos' quality, reliability, and flexibility are significant unresolved challenges, opening up research gaps for future scholars.

The present research aimed to determine the use and acceptance of video in the self-creation of assignments or evidence of learning as a strategy to mitigate plagiarism. This research adopted a mixed design, with an experimental, exploratory, and descriptive scope that reflects an innovative approach to meet this challenge. A non-probabilistic sample was considered, comprised of students in their first semester of higher education in the subject of Introduction to Programming at a public university in Mexico. The participants were divided into an intervention group and a control group. The acceptance of the use of the implemented strategy was evaluated using the Technology Acceptance Model and the results revealed the viability and usefulness of the strategy since the students in the intervention group stood out in the creation of their assignments compared to the control group. There was a positive and strong relationship between academic performance and the perceived usefulness of the strategy. We conclude by emphasizing the importance of teachers promoting the active role of students in the development of their work, to promote authentic learning and guarantee educational quality.

Abstract Background Firearm suicide is a leading cause of death in the United States. Suicide prevention experts have advocated for upstream interventions that can be implemented prior to the development of suicidal thoughts, particularly those that focus on lethal means safety (LMS; e.g., increasing secure firearm storage). To reach firearm owners with LMS messaging, researchers have developed suicide prevention training content which can be incorporated into firearm training courses. However, no study to date has evaluated impact of such training on firearm course students’ subsequent knowledge, attitudes, and openness related to secure firearm storage. Thus, the current study sought to examine both the feasibility and acceptability of a LMS-focused suicide prevention training module among firearm course students, as well as the impact of this module on students’ secure firearm storage-related knowledge, attitudes, and openness. Methods Firearm instructors (N = 6) and students in firearm classes (N = 83) were recruited to participate. Students were invited to complete voluntary, anonymous pre- and post-surveys during courses they attended that were led by these instructors. Instructors and students were also invited to complete a brief qualitative interview. Results Results indicated that firearm instructors and students in firearm courses found the module feasible and acceptable. Additionally, students’ knowledge about the relationship between firearms and suicide, openness to changing firearm storage practices, and endorsement of the importance of discussing firearms and suicide with fellow firearm owners, as well as willingness and confidence to do so, all significantly increased after viewing the module. Conclusions These findings provide strong support for the use of such culturally competent LMS messaging as upstream suicide prevention in settings such as concealed carry courses.

Objective The aim of this study is to explore general practice staff perspectives regarding a teaching concept based on instructional videos for conducting DR screenings. Furthermore, this study aims to investigate the competencies acquired by the staff through this teaching concept.Design and setting Qualitative cross-sectional study conducted in general practice clinics in the North Denmark Region.Method A teaching concept was developed based on instruction videos to teach general practice staff to conduct diabetic retinopathy screenings with automated grading through artificial intelligence. Semi-structured interviews were performed with 16 staff members to investigate their perspectives on the concept and acquired competencies.Results This study found no substantial resistance to the teaching concept from staff; however, participants’ satisfaction with the methods employed in the instruction session, the progression of learning curves, screening competencies, and their acceptance of a known knowledge gap during screenings varied slightly among the participants.Conclusion This study showed that the teaching concept can be used to teach general practice staff to conduct diabetic retinopathy screenings. Staffs’ perspectives on the teaching concept and acquired competencies varied, and this study suggest few adjustments to the concept to accommodate staff’s preferences and establish more consistent competencies.

Background and objective: Video-based learning may be beneficial in surgical education, both in the preparation for surgery and to evaluate surgical performance. The use of a video is not yet anchored in European urology residency programs, and it is unclear how frequently residents use videos. The purpose of this study is to investigate whether and how urology residents utilize videos to prepare for surgical procedures and evaluate their surgical performance. Methods: We conducted a European-wide, survey-based, needs assessment among urology residents. The survey was distributed electronically among the participants in the European Urology Residents Education Program 2022 and all the members of the European Society of Residents in Urology. Key findings and limitations: Seventy-two surveys were completed by the residents of 12 nationalities. Of the residents, 98.6% used videos in preparation, mainly for open, laparoscopic, and robotic procedures. YouTube was by far the most used source. Of the residents, 86% believed that a postsurgical video review would be helpful. In total, 39% of the residents actually had this possibility. Of them, 30% had the opportunity to do this together with a supervisor. Conclusions and clinical implications: This study demonstrated that European urology residents often use videos to prepare surgical procedures. Considering that the majority of the respondents use YouTube as the main source of videos, this seems not to be formalized within their training. Although most residents would value a postsurgical video review, preferably together with a supervisor, the latter is not available to the majority. We recommend the use of professional, and not public, video channels and easier access to postsurgical video review. Patient summary: Video-based learning may have an important role in surgical education. Videos often are a source of education for European urology residents to prepare for surgical procedures. Although most residents would appreciate a postsurgical video review or video-based coaching, this is not available to the majority of them.

Can automatically authored videos of industrial operators help other operators to learn procedural tasks? This question is relevant to the advent of the industrial internet of things (IIoT) and Industry 4.0, where smart machines can help human operators rather than replacing them in order to benefit from the best of humans and machines. This study considers an industrial ecosystem where procedural knowledge (PK) is quickly and effectively transferred from one operator to another. Assembly tasks are procedural in nature and present a certain complexity that still does not allow machines and their sensors to capture all the details of the operations. Especially if the assembly operation is adaptive and not fixed in terms of assembly sequence plan. In order to help the operators, videos of other operators executing the complex procedural tasks can be automatically recorded and authored from machines. This study shows by means of statistical design and analysis of experiments that expert aid can reduce the assembly time of an untrained operator, whereas automatically authored video aids can transfer PK but producing an opposite effect on the assembly time. Therefore, hybrid training methods are still necessary and trade-offs have to be considered. Managerial insights from the results suggest an unneglectable impact of the choice to digitise industrial operations too early. The experimental studies presented can act as guidelines for the correct statistical testing of innovative solutions in industry. [ABSTRACT FROM AUTHOR]

Active, real-time observation of behavior is a time-consuming task, which is heavily resource-limited. At the same time, simultaneous observation of several individuals is often paramount to increase statistical rigor and eliminate potential temporal or environmental bias, especially in natural settings. This paper describes a low-cost video recording system created by using “off-the-shelf” components. The system is easy to use and can automatically record a wide variety of behavior and related ecological interactions and evolutionary processes. The system is sensitive enough to record the behavior of a broad range of animals from planarians, and small insects to humans. It can also be used to measure the behavior of plants. The system will also work during daylight hours or at night and can run continuously and autonomously for 48 hours, or longer if the video capture is motion-triggered or if bigger capacity batteries and data storage facilities are used.

This paper describes an Online Teaching Lab model that incorporates elements of lesson study and studio model for teacher learning. We focus on changes in design and facilitation decisions of two specific Online Teaching Labs and study differences in teachers' verbal and written responses to better understand how the process supports teacher learning. Middle grades mathematics teachers took part in the Online Teaching Labs. Data included video recordings of professional development team meetings, lesson implementation, Online Teaching Labsi and teachers' written work on 'Capture Sheets.' Data were analysed based on observable behaviours we intended participating teachers would enact. We found a relationship between the intentional changes facilitators made from the first to second Online Teaching Lab and teacher responses. Facilitators made more explicit mention of the learning goals, increased opportunities for teacher discussion, and included varied video clips. As compared to teachers in the first iteration, teachers in the second Online Teaching Lab more frequently identified teacher discourse moves related to engagement and cognitive demand of tasks and identified connections between teacher pedagogy, student strategies, and mathematical goals. The design, implementation, and outcomes are novel because the model includes features of lesson study and studio model through an online medium. [ABSTRACT FROM AUTHOR]

In the rapidly evolving landscape of digital platforms, the need for optimizing media representations to cater to various aspect ratios is palpable. In this paper, we pioneer an approach that utilizes object detection, scene detection, outlier detection, and interpolation for smart cropping. Using soccer as a case study, our primary goal is to capture the frame salience using object (player and ball) detection and tracking using AI models. To improve the object detection and tracking, we rely on scene understanding and explore various outlier detection and interpolation techniques. Our pipeline, called SmartCrop, is efficient, and supports various configurations for object tracking, interpolation, and outlier detection to find the best point-of-interest to be used as the cropping center of the video frame. An objective evaluation of the performance of individual pipeline components has validated our proposed architecture. Moreover, a crowdsourced subjective user study, assessing the alternative approaches for cropping from 16:9 to 1:1 and 9:16 aspect ratios, confirms that our proposed approach increases the end-user quality of experience. [ABSTRACT FROM AUTHOR]