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The self-explanation strategy motivates learners to actively select and integrate information, thereby fostering meaningful learning. To generate comprehensive and insightful explanations, learners often require support. However, there is a limited understanding of the optimal form of self-explanation that effectively assists learners in applying this strategy in video learning environments. This study tests various self-explanation prompts, using multiple indicators, including learning outcomes, cognitive load, intrinsic motivation, and engagement, to measure effects. Participants (n = 143) were randomly assigned to five conditions: No Strategy, Focused, Visual Scaffold, Fill-in-blank Scaffold, and Rewrite Scaffold. Results indicate that scaffolded self-explanation prompts enhance learning performance and notably reduce cognitive load, with the Fill-in-blank scaffold demonstrating significant advantages. However, the impact on intrinsic motivation and engagement is not clearly pronounced. To optimize self-explanation strategy's effectiveness, it is recommended to provide tailored support based on content difficulty and learners' proficiency levels, facilitating active participation at a balanced cognitive load level. [ABSTRACT FROM AUTHOR]

The advent of ICT in education has allowed teachers to introduce the use of learning resources in new formats, such as video. While this has many advantages, some of the information about how students learn that is obtained by instructors when teaching face to face is lost with the new format. In this paper, we present a visualization and analysis tool to minimize this loss, collecting and then visualizing the digital footprint left by students while learning from video resources, pointing to the existing evidence found in the literature about such data. We also provide an instrument to collect feedback from teachers and other stakeholders regarding both the data and the provided evidence presented to them by the tool. We carry out a limited test to validate its working and present a proposal to expand the analysis and improve on its design. We conclude that the developed application presents a clear picture of the available data, together with interpretations from the literature about what is happening in the learning process, which can lead to improvements in the process. Additionally, the feedback collected from the tool presents opportunities to complement the available knowledge in the field, and thus lead to a better understanding of how students learn from resources in video format and how we can improve on their design and creation. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the effect of the flipped learning model on students' academic achievement and its relationship with the permanence and effectiveness of the subjects learned. The research is in the sequential explanatory mixed method model. For the experimental study of the research, two classes with close socio-economic and academic levels were selected as the experimental and control groups in a primary school located in the Aziziye district of Erzurum province. Qualitative findings were obtained from the experimental group teachers and parents. Data were analyzed with unrelated sample t-test and one-way analysis of variance and content analysis for repeated measures. According to the results of the research, the flipped learning model positively affects the academic success of the students in the primary school mathematics course. Flipped classroom practices facilitate the learning of student achievements and ensure their permanence. In addition, this model increases student motivation and allows for the elimination of deficiencies. Thanks to the flipped classroom practices, the teacher can be more effective and productive and spend more time in the classroom for evaluation studies. [ABSTRACT FROM AUTHOR]

A 360° video combines the potential of conventional video technology with immersive–interactive design opportunities. The multi-perspective viewing option within a 360° video also enables possible applications as visual training support for motor learning. There are already first methodological–didactic approaches to movement learning; nevertheless, research on 360° video technology can largely be classified as exploratory. This article presents the use of 360° video as a visual training aid for the independent movement acquisition of various fascial movement exercises. In an intervention study, two randomized groups (N = 48) were used to evaluate the subjective benefit. Following the technology acceptance model, subjective benefit perception and rating of format were compared after two crossover interventions with 360° videos and/or conventional training videos. No significant differences were found for perceived usefulness (z = −1.014, p = 0.31, r = 0.105) or perceived ease of use (z = −1.278, p = 0.201, r = 0.132). The same applies for intensity of use (z = −0.247, p = 0.805, r = 0.025) and overall subjective rating (z = −1.745, p = 0.081, r = 0.18). Although no significant differences were found in the evaluation of benefits, the participants tended to use 360° videos as visual training support (M = 3.4, SD = 1.581) on a 7-point scale (1 = 360° videos). Although a generalized statement on 360° videos as visual training support is not possible due to low effect strengths, it can be stated that 360° videos are perceived at least as useful as visual training tools. [ABSTRACT FROM AUTHOR]

The use of digital media plays a crucial role in education amid the COVID-19 pandemic. Forms of digital media include images, videos, audio recordings, and web pages. Together with the internet, digital media allow for the continuation of education despite the restrictions imposed by the pandemic. Owing to the urgency and demand to continue with education, alternative teaching and learning modes are explored. One particular form, video, has resulted in video lectures being widely used online. Given the COVID-19 pandemic, video effectiveness is becoming a focus among educators. This study examines the experience of creating videos using the online platform Kaltura, by assessing the level of effort needed through a first hand experience which is a self report that adheres to meta-synthesis. Kaltura was integrated into Moodle, and implemented at a higher education institution to help with the transition to online. To evaluate the user experience of Kaltura, the tutorial-based evaluation set out by the Software Sustainable Institute was used, guided by the lazy user model (LUM). The findings show that Kaltura scores an 8 out of 10 in the evaluation. When coupled with LUM, Kaltura has the potential of meeting the users' needs, requiring the least effort. [ABSTRACT FROM AUTHOR]

Due to rapid technological advancement that continues to permeate almost all facets of the education sector, video learning has been explored to enhance performance, but most researchers do not incorporate flipped classroom in mathematical videos, which affects the teaching and learning of the subject in Nigeria. This study checked the effectiveness of video learning in flipped and flipped collaborative classroom on mathematics students' achievement and retention. Using a randomized controlled trial with repeated measures approach, 70 senior secondary school students were purposively sampled from two private secondary schools in Gombe State, Nigeria, out of which they were randomly assigned into two experimental groups: video learning flipped classroom and video learning flipped collaborative classroom (VLFCC). Data was obtained using a 30-item mathematics achievement test, which was validated and pilot-tested (r=0.93). Results were computed using descriptive statistics and two-way mixed design repeated measures analysis of variance. Findings revealed that while the students' within subject performance improved tremendously in the post-test after the four-week treatment, the students in VLFCC performed better in both achievement (F[1, 69]=1,576.362, p=0.000, effect size of (ηp ²) of 0.954) and retention (F[1, 69]=114. 119, p=0.000, with an effect size (ηp ²) of 0.785. The finding has some implications for it exposes mathematics teachers, researchers, and policy makers to the credence of deploying video learning in flipped collaborative classroom to improve students' performance by engaging students in collaborative learning in addition to watching pre-class videos, where students discuss in small groups in order to learn through observation, imitation, repetition and behavior modeling, thus making them to learn at their pace in order to construct their own knowledge. [ABSTRACT FROM AUTHOR]

The lecture learning method sometimes makes students bored, so it is necessary to develop learning methods that are effective and fun for students. This research aims to determine the feasibility and effectiveness of using instructional videos in teaching my area, my pride, class V at SDN 106104 Sambirejo. This research is development research, which refers to the 4-D development model, which consists of 4 stages, namely the Define, Design, Development, and Disseminate stages. Data was collected through observation, interviews, validation questionnaires, and tests. Based on research results, the developed learning video was validated by material expert validators, obtaining a feasibility percentage of 95.38 percent, a very valid criteria. The results of the small group trial obtained a practicality percentage of 88.50 percent, very practical criteria. The field trials' results show the percentage of practicality was 91.57 percent, a very practical criteria. At the field trial stage, effectiveness was achieved at 100 percent classically, with a gain score of 0.615 classified as medium effectiveness criteria. The percentage increase in learning outcomes is 92 percent, meaning that learning videos can be effectively used in the learning process of my proud region in class V at SDN 106104 Sambirejo Abstrak Metode pembelajaran ceramah terkadang membuat peserta didik bosan, sehingga perlu dilakukan pengembangan metode pembelajaran yang efektif dan menyenangkan untuk peserta didik. Penelitian ini bertujuan untuk mengetahui kelayakan dan keefektifan penggunaan video pembelajaran pada pembelajaran daerahku kebangganku kelas V SDN 106104 Sambirejo. Penelitian ini merupakan penelitian pengembangan yang mengacu pada model pengembangan 4-D yang terdiri dari 4 tahapan yaitu tahap Define, Design, Development, dan Disseminate. Pengumpulan data dilakukan dengan observasi, wawancara, angket validasi dan tes. Berdasarkan hasil penelitian video pembelajaran yang dikembangkan telah divalidasi oleh validator ahli materi memperoleh persentase kelayakan sebesar 95,38 persen kriteria sangat valid. Hasil uji coba kelompok kecil memperoleh persentase kepraktisan sebesar 88.50 persen kriteria sangat praktis. Hasil uji coba lapangan persentase kepraktisan sebesar 91,57 persen kriteria sangat praktis. Pada tahap uji coba lapangan keefektifan tercapai dengan 100 persen secara klasikal, dengan hasil gain score sebesar 0,615 diklasifikasikan dalam kriteria efektivitas sedang. Persentase peningkatan hasil belajar sebesar 92 persen, artinya video pembelajaran dapat efektif digunakan dalam proses pembelajaran daerahku kebangganku di kelas V SDN 106104 Sambirejo. Kata Kunci: 4-D; hasil belajar; video pembelajaran

Students' motivation during history learning processes in the classroom is influenced, among other factors, by teachers' innovation in teaching. However, there are still teachers who lack innovation, resulting in decreased motivation for students to learn history. This study aims to develop and assess the feasibility of a product in the form of multimedia-based learning videos on the topic of Islamic Maritime Kingdoms, as well as to analyze its effectiveness in increasing the learning motivation of Grade XI Social Science students. The type of research used was research and development with ADDIE design. This study involved 2 experts, 2 teachers, and 75 students divided into 15 students for small-scale trials and 60 students for large-scale trials and extensive testing. Data collection was done through questionnaires using survey techniques and interviews. Data analysis techniques included quantitative and qualitative descriptive analysis, as well as descriptive statistics. The research results indicated that the product developed by the researcher was feasible for use as a learning media. Additionally, multimedia-based learning videos were also effective in increasing students' motivation to learn history. [ABSTRACT FROM AUTHOR]

Background: Little is known about the effectiveness of instructors when presenting content in videos alone. In recent years, researchers have increasingly begun to explore the effects of instructors' social cues (e.g., eye gaze, body orientation, etc.) on learning. However, previous studies exploring the effects of eye gaze have confounded the role of body orientation, while studies exploring body orientation have confounded the role of eye gaze. Objectives: To explore the role of direct gaze and body orientation in learning with instructional videos, absent an instructional screen, in a less confounded manner. Methods: A total of 63 subjects were presented select concepts regarding schizophrenia. Eye‐tracking technology combined with current theories of parasocial interaction and social agency was used to explore different social cues that affect learning performance. Students were randomly assigned to one of three experimental conditions: frontal body + direct gaze group (FD group), frontal body + no direct gaze group (FND group), and lateral body + no direct gaze group (LND group). Result and Conclusions: Direct gaze facilitated students' immediate retention and transfer scores, reduced learners' extraneous cognitive load, and guided students' attention to the instructor. However, counter to our expectations, parasocial interaction did not affect social cues. Implications: In both online and offline classes, instruction is expected to be enhanced by focusing on the camera to the extent possible, particularly when instructional screens are absent. Lay Description: What is already known about this topic: In recent years, how instructors' social cues (eye gaze, body orientation, gestures, etc.) can improve video learning has aroused widespread concern.Instructors' eye gaze and body orientation can increase society and improve learning in the online learning environment.The empirical research confounds the role of eye gaze and body orientation on video learning when only the instructors are present. What this paper adds: When only the instructor is present in the video, instructor's direct gaze can foster learner's learning outcome in the instructional video.When only the instructor is present in the video, instructor's direct gaze can draw the learner's attention to the instructor's face.When only the instructor is present in the video, instructor's direct gaze can reduce learner's extraneous cognitive load. Implications for practice and/or policy: In online teaching, educators should consider looking at the camera as much as possible, especially when there are no instructional screens. [ABSTRACT FROM AUTHOR]

Pancasila learner profiles can be implemented in physics learning. This article publishes the results of research and development of physics learning videos. This physics learning video presents physics lessons that shape the Pancasila learner profile. Physics content is a wave that is presented contextually. This learning physics video use research and development of the Lee & Owens model. Product feasibility was assessed using a questionnaire by experts. The components assessed are the feasibility of the physics content, the feasibility of the learning process, the feasibility of the wave concept physics learning media in -learning videos. Sequentially get an assessment of 93.75%, 98.0%, 99.0%. The The implementation of the learning process on learning video products has facilitated the formation of Pancasila learner profiles. Overall, it can be concluded that the resulting physics learning video is very appropriate to be used to form a profile of Pancasila students.

Students' motivation during history learning processes in the classroom is influenced, among other factors, by teachers' innovation in teaching. However, there are still teachers who lack innovation, resulting in decreased motivation for students to learn history. This study aims to develop and assess the feasibility of a product in the form of multimedia-based learning videos on the topic of Islamic Maritime Kingdoms, as well as to analyze its effectiveness in increasing the learning motivation of Grade XI Social Science students. The type of research used was research and development with ADDIE design. This study involved 2 experts, 2 teachers, and 75 students divided into 15 students for small-scale trials and 60 students for large-scale trials and extensive testing. Data collection was done through questionnaires using survey techniques and interviews. Data analysis techniques included quantitative and qualitative descriptive analysis, as well as descriptive statistics. The research results indicated that the product developed by the researcher was feasible for use as a learning media. Additionally, multimedia-based learning videos were also effective in increasing students' motivation to learn history.

Parallel to the tremendous growth and expansion of video technology, it is easy and enjoyable for students to create a video as a learning activity. However, most previous studies primarily focused on declarative knowledge learning (e.g., language learning, science learning) rather than motor skill learning. The current study aimed to investigate whether creating and sharing a video with classmates would be more effective than merely creating a video and self-exercise to learn a motor skill in terms of intrinsic motivation, perseverance in learning, learning satisfaction, and roller-skating skill. Partially consistent with our hypothesis, we found that creating and sharing a video with classmates increased students’ intrinsic motivation, perseverance in motor tasks, and learning satisfaction, but not roller-skating skill, followed by merely creating a video and then selfexercise. The findings have an important implication for motor skills learning: during teaching motor skills, teachers can use encourage students to create and share a video with classmates as a homework activity to increase students’ intrinsic motivation, perseverance in motor tasks, and learning satisfaction. [ABSTRACT FROM AUTHOR]

Infections contribute significantly to neonatal mortality in Nigeria. Community health officers (CHOs) provide maternal, newborn and child health services at the primary health care level. However, newborn infection prevention and control (NB-IPC) is not included in their current training curriculum, which has little innovation in teaching methods. This study assessed the effectiveness of a blended curriculum on NB-IPC in improving the competencies of student CHOs. This pre- and post-test study was conducted in the CHO training school of Lagos University Teaching Hospital (LUTH), which has 70 students enrolled. We developed and implemented a blended curriculum on NB-IPC using Kern's six-step framework. Twelve videos were recorded of content experts teaching various aspects of NB-IPC and were watched online or downloaded by students. Two interactive practical sessions were held in class. Pre- and post-course assessment of knowledge was with multiple choice questions, attitude with a Likert scale, and skills with an objective structured clinical examination (OSCE). Course satisfaction was also assessed with a validated scale. Paired t-test was used to determine mean differences at a significance level of 0.05. The mean knowledge score of students increased from 10.70 (95% confidence interval (CI): 10.15–11.24) pre-course out of a possible score of 20 to 13.25 (95%CI: 12.65–13.84) post-course (p < 0.001). Mean attitude score increased from 63.99 (95%CI: 62.41–65.56) out of a possible score of 70 to 65.17 (95%CI: 63.68–66.67) (p = 0.222). The mean OSCE score increased from 21.27 (95%CI: 20.20–22.34) out of a possible score of 58.5 to 34.73 (95%CI: 33.37–36.09) (p < 0.001). Mean post-course satisfaction score of students was 127.84 (95%CI: 124.97–130.89) out of a possible score of 147. The new curriculum on NB-IPC improved the competencies of student CHOs in LUTH and they were highly satisfied. The blended curriculum may be a feasible addition to learning in CHO schools across Nigeria. A blended curriculum on NB-IPC involving video teaching is effective in improving the competencies of student CHOs [ABSTRACT FROM AUTHOR]

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The research aims to see effectiveness through the perception of optimized physics learning web design through the development of on-demand microlearning video download facilities in diverse areas and access devices. Physics learning through web design, despite success in a variety of online learning methods, has major constraints on personalized learning. Individually, students have a variety of access devices and are in areas with a variable learning environment topology towards internet access. Agile development methods were developed to develop on-demand video download features on the physical learning web, and the development results were tested on MI-Ar Raudhah students based on characteristic compatibility. The development of the on-demand and simplified physical learning video download feature using microlearning is very effective for accessing students with varied Internet access devices and topologies.

AbstractBackground Infections contribute significantly to neonatal mortality in Nigeria. Community health officers (CHOs) provide maternal, newborn and child health services at the primary health care level. However, newborn infection prevention and control (NB-IPC) is not included in their current training curriculum, which has little innovation in teaching methods. This study assessed the effectiveness of a blended curriculum on NB-IPC in improving the competencies of student CHOs.Methods This pre- and post-test study was conducted in the CHO training school of Lagos University Teaching Hospital (LUTH), which has 70 students enrolled. We developed and implemented a blended curriculum on NB-IPC using Kern’s six-step framework. Twelve videos were recorded of content experts teaching various aspects of NB-IPC and were watched online or downloaded by students. Two interactive practical sessions were held in class. Pre- and post-course assessment of knowledge was with multiple choice questions, attitude with a Likert scale, and skills with an objective structured clinical examination (OSCE). Course satisfaction was also assessed with a validated scale. Paired t-test was used to determine mean differences at a significance level of 0.05.Results The mean knowledge score of students increased from 10.70 (95% confidence interval (CI): 10.15–11.24) pre-course out of a possible score of 20 to 13.25 (95%CI: 12.65–13.84) post-course (p

With the popularity of online learning and due to the significant influence of emotion on the learning effect, more and more researches focus on emotion recognition in online learning. Most of the current research uses the comments of the learning platform or the learner's expression for emotion recognition. The research data on other modalities are scarce. Most of the studies also ignore the impact of instructional videos on learners and the guidance of knowledge on data. Because of the need for other modal research data, we construct a synchronous multimodal data set for analyzing learners' emotional states in online learning scenarios. The data set recorded the eye movement data and photoplethysmography (PPG) signals of 68 subjects and the instructional video they watched. For the problem of ignoring the instructional videos on learners and ignoring the knowledge, a multimodal emotion recognition method in video learning based on knowledge enhancement is proposed. This method uses the knowledge-based features extracted from instructional videos, such as brightness, hue, saturation, the videos' clickthrough rate, and emotion generation time, to guide the emotion recognition process of physiological signals. This method uses Convolutional Neural Networks (CNN) and Long Short-TermMemory (LSTM) networks to extract deeper emotional representation and spatiotemporal information from shallow features. The model uses multi-head attention (MHA) mechanism to obtain critical information in the extracted deep features. Then, Temporal Convolutional Network (TCN) is used to learn the information in the deep features and knowledge-based features. Knowledge-based features are used to supplement and enhance the deep features of physiological signals. Finally, the fully connected layer is used for emotion recognition, and the recognition accuracy reaches 97.51%. Compared with two recent researches, the accuracy improved by 8.57% and 2.11%, respectively. On the four public data sets, our proposed method also achieves better results compared with the two recent researches. The experiment results show that the proposed multimodal emotion recognition method based on knowledge enhancement has good performance and robustness. [ABSTRACT FROM AUTHOR]

Characters in educational videos have been shown to help children learn and transfer knowledge. The aim of this study is to explore the influence of realism and familiarity of characters on children's video learning. The participants were 90 4- to 6-year-olds. The children watched a video in which a character demonstrated how to construct simple gears, and then completed the same task to test the effect of the character's realism and familiarity on their learning and transfer of STEM knowledge. A 2 (high-reality vs. low-reality) × 2 (familiar, unfamiliar) experiment was adopted. The results showed that children learned STEM material better from live-action human characters than from animated animal characters. However, the familiarity of the character did not influence children's learning, and the parasocial relationship between children and the character also did not improve learning. The findings suggest that the realism of the characters, not their familiarity, is key in helping children learn from educational videos. Prior State of Knowledge: Children's learning from screen-based educational media can be influenced by characteristics of the characters. Less is known about whether realistic and familiar characteristics improve children's screen learning. Novel Contributions: We created four characters based on combined realism and familiarity to explore whether some characters are better than others at promoting learning STEM information. Practical Implications: Our findings are relevant to producers of educational videos. Compared to animated characters, live-action human characters may better help children ages 4 to 6 years to learn from these videos. [ABSTRACT FROM AUTHOR]

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

Recent technologies have extended opportunities for online dance learning by overcoming the limitations of space and time. However, dance teachers report that student–teacher interaction is more likely to be challenging in a distant and asynchronous learning environment than in a conventional dance class, such as a dance studio. To address this issue, we introduce DancingInside, an online dance learning system that encourages a beginner to learn dance by providing timely and sufficient feedback based on Teacher-AI cooperation. The proposed system incorporates an AI-based tutor agent (AI tutor, in short) that uses a 2D pose estimation approach to quantitatively estimate the similarity between a learner's and teacher's performance. We conducted a two-week user study with 11 students and 4 teachers. Our qualitative study results highlight that the AI tutor in DancingInside could support the reflection on a learner's practice and help the performance improvement with multimodal feedback resources. The interview results also reveal that the human teacher's role is essential in complementing the AI feedback. We discuss our design and suggest potential implications for future AI-supported cooperative dance learning systems. [ABSTRACT FROM AUTHOR]

Background: The development of technology and information in this day and age is growing rapidly and can be used as an effort to improve the quality of education in order to achieve more effective and efficient learning goals Purpose: to determine the development of video learning media for making fresh pasta in continental food courses. Methods: . This research used the Research and Development (R&D) method with the ADDIE development model (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. This research was validated by media, material, and language experts. Results: The development of learning media is expressed through validation results by media expert that scores 87% (good), by material expert that scores 100% (very good), and test result obtained from linguists are 100% (very good). In the one to one evaluation, the percentage was 88% (good), in the small group evaluation, the percentage was 91% (very good), in the field group evaluation the percentage was 91% (very feasible). Conclusion: it can be concluded that the video learning media is feasible to use in the learning process. [ABSTRACT FROM AUTHOR]

This research is motivated by the lack of use of learning media that is integrated with technology by teachers, especially in Environmental Science Learning. The purpose of this study is to prove the effect of implementing learning videos to improve learning outcomes for elementary school students. This research was quantitative with experimental methods in pre-experimental designs to one-group pretest-posttest design. Based on the pre-test and post-test results, the average value was obtained as follows. The average pre-test value was 40,238, and the average post-test value was 83,476. The data analysis used in hypothesis testing was the t-test (pretest-posttest) test of two different means of paired data. The value of the t-count was 18,884 > t-table 1,725. It showed that H0 was rejected and Ha was accepted, so it could be concluded that there was an effect of the implementation of learning videos on student learning outcomes in PLH class V SDN 15 Simpang Teritip.

This study aimed to develop and produce video learning media assisted by Sparkol Videoscribe that are valid, practical, and able to facilitate understanding of mathematical concepts. This type of research is development research using the ADDIE model which includes five steps, namely: analysis, design, development, implementation, and evaluation (evaluation).This study was conducted at the Junior High School (SMP) Islam Terpadu Abdurrab Pekanbaru. The subjects of this study are learning materials experts and educational technology experts, as well as VIII grade students of Junior High School (SMP) Islam Terpadu Abdurrab Pekanbaru and the object of this study is video learning media assisted by Sparkol Videoscribe. Data collection techniques include questionnaires and concept understanding ability tests. The data analysis technique used is the descriptive data analysis technique. Based on the results of validation by a team of validators consisting of 2 learning material experts and 3 Education technology experts. The validation results from the learning material expert validators show that the resulting learning videos have very valid criteria with a percentage level of validity of 98%, and the assessment of educational technology experts has very valid criteria with a validity percentage of 84%. Then the results of the practicality test that was tested on VIII grade students of SMP Islam Terpadu Abdurrab were grouped into two groups, namely a small group with a total of 8 students respondents obtaining a score of 86.9% with a very practical category, and a limited group with a total of 34 students receiving a score of 85, 73% with very practical category. Furthermore, from the posttest results, the male class got an average score of 86.38% with high criteria, and the female class got a score of 90.5% with high criteria. Next, a t-test was conducted on the posttest results for male and female classes, with the results tcount (-1.444) ttable(1.694), with the conclusion that there was no significant difference between male and female classes.

The study is an analysis of the reaction of students in a faculty of natural and agricultural sciences (NAS) to subtitles and also includes an investigation of their responses thereto. Reception of and responses to academic English (close to verbatim transcription), plain English, and keyword English subtitles were explored by showing participants subtitled videos related to the content of their module. Participants were then asked to complete demographic and affective questionnaires, and participated in focus group interviews to investigate their reception of the various subtitles. The results show that participants responded particularly well to plain English subtitles. The focus group interviews indicated that they found all three sets of subtitles useful for note-taking purposes, adjusting the speed at which they accessed and processed information by pausing the videos, highlighting important information in the study materials, and being able to engage aurally and visually with the materials. From a higher education perspective, this emphasises students’ readiness for subtitles as an academic mediation tool. Contribution: This article aims to fill existing gaps in the fulfilment of higher education institutions’ language policies, which have been exposed by the thrust for multilingualism in higher education. Research into academic subtitling as an academic mediation tool can be used to bridge this gap, thereby supporting innovative research in higher education.

Protecting the environment is an important topic. In this study, college Chinese as a Foreign Language (CFL) students engaged in an agentive process of informally learning the Chinese language and culture by watching The Mermaid, a movie produced in China in 2016, which focuses on sustainability. Informal learning is recognized as one of the most powerful factors in Foreign Language (FL) development (Furlong and Davies 2012). Limited research on informal CFL learning from watching online videos is available (Huang and Lammers 2018). By using key ideas of agency, mediation, and internalization in SocioCultural Theory (SCT), this qualitative case study found that informal video learning from watching The Mermaid was helpful for learning vocabulary, grammar, and cultural values in sustainability topics. By means of semi-structured interviews, observations, recalls, and documents as data, the findings suggest that using real-world movies such as The Mermaid as an environmental sustainability topic had a positive impact on FL education. Demonstrating their agencies, learners engaged in vocabulary, grammar, and cultural value learning. This study offers pedagogical implications for language learning in Higher Education. Language Centers can therefore play a role in engaging campuses in social topics such as environmental protection. [ABSTRACT FROM AUTHOR]

Background: Simulated learning activities are an effective tool for reducing speech–language therapy (SLT) students' anxiety and improving their confidence for clinical placements. Such activities include interacting with patients who are actors, clinical educators or peers and are known to decrease anxiety and increase confidence in SLT students. Screen‐simulated patients using video are another alternative, which has not yet been fully evaluated in the education of SLT students. Aims: To compare the effectiveness of (1) modified simulated patient and (2) video simulated learning for increasing self‐reported (a) confidence and (b) preparedness and (c) decreasing self‐reported anxiety. Methods & Procedures: This study used a randomized crossover design with 127 first‐year graduate‐entry master's SLT student participants. Students participated in two activities related to a clinical interaction with a paediatric client's carer: (1) a 1‐hr modified simulated patient experience with clinical staff as the simulated patient; and (2) a video‐learning task, with two videos of a clinician–carer interaction and an accompanying worksheet. Students were randomly allocated to a group of four students and the groups randomly allocated to receive modified simulated patient or video‐learning first. Students were not blinded to the activities. The students completed a 19‐item questionnaire at three time points: before either activity, after the first activity and after the second activity, to evaluate their self‐reported confidence, clinical preparedness and anxiety. Outcomes & Results: A total of 62 students completed modified simulated patient first and 63 completed video‐learning first. After either single activity the students had significantly increased confidence and preparedness scores, while only the modified simulated patient significantly reduced student anxiety scores. As a second activity, modified simulated patient resulted in further significant improvements in confidence, preparedness and anxiety; however, adding video learning as a second activity resulted in no significant benefit. Conclusions & Implications: This study demonstrates the effectiveness of two low‐resource clinical‐learning activities for novice SLT students that can be applied in a range of settings. Of the two activities, modified simulated patient had greater effectiveness, as it was the only activity to decrease anxiety. An investigation of the pedagogical principles within the activities revealed that modified simulated patient activity had more opportunities for peer learning, supervisor feedback and verbal reflection in comparison with video learning that may explain the increased benefits. What This Paper Adds: What is already known on the subject: Simulated learning activities are an effective teaching tool for SLT students, increasing confidence and decreasing anxiety in preparation for placement. Simulated patients require more resources than video simulation. Both simulated patients and video simulation provide a safe learning environment, where students can learn without risk to clients. What this paper adds to existing knowledge: This study is among the first to investigate a modified version of simulated patients; our modification involves a clinical educator performing the role of both the simulated patient and simulation facilitator. It is the first to evaluate simulation via video learning for SLT students. The paper demonstrates the effectiveness of these two activities, and the slight advantage of modified simulated patient, for increasing novice students' confidence and preparedness and decreasing their anxiety about clinic. It also unpacks the pedagogical principles used in each activity to explain the reasons that modified simulated patient had greater effectiveness. What are the potential or actual clinical implications of this work?: The two educational activities required no specialist equipment and can be applied in a range of pre‐clinical and clinical settings by university staff and/or community clinical educators. Increasing confidence and preparedness, and decreasing anxiety will help ensure that student learning on scarce clinical placements is maximized. [ABSTRACT FROM AUTHOR]

Adjustments to life and learning following the COVID-19 pandemic have transformed user acceptance of online learning methods. It is, therefore, imperative to analyse factors relating to user performance and preferences for such interactions. In this study, we combined video-based learning with precision teaching to reinforce previously learnt statistics skills in university students without a mathematical background. We developed a learning design consisting of eight 'bite-sized' online learning episodes. Each episode started with a brief learning video followed by a practice phase and an end-of-episode assessment. The practice phase differed in two groups of participants, matched on statistics attainment pre-intervention. A precision-teaching intervention group (N = 19) completed practice guided by a frequency-based approach aiming at building fluency in statistics. A control group (N = 19) completed self-directed practice for the same amount of time as the intervention group. All participants completed a statistics attainment test and a questionnaire on their attitudes towards statistics pre- and post-intervention, and a review of the learning materials post-intervention. The intervention group achieved, consistently, higher scores in all end-of-episode assessments compared to the control group. Both groups showed significant and comparable improvements in statistics attainment post-intervention. Both groups also reported more positive feelings towards statistics post-intervention, while the review of the learning materials suggested that the video-based learning design was well-received by students. Our results suggest that video-based learning has great potential to support, as a supplementary teaching aid, university students in learning statistics. We discuss future research directions and implications of the study. [ABSTRACT FROM AUTHOR]

Introduction: Efforts to prevent the transmission of infectious diseases through hands can be prevented by washing hands. It is especially emphasized on mothers with toddlers. However, many mothers do not know how to wash their hands using soap correctly and adequately. This study aims to analyze the effect of the emotional demonstration method and video media on how to wash hands on the knowledge and skills of homemakers. Materials and Methods: This research is a quasi-experimental method, with a two-group design pretest-posttest approach involving 40 participants, conducted in September-October 2020 in Penyengat Olak Village. The research sample was divided into two groups, 20 participants received the emo demo method, and 20 other participants received videos. Results: The results showed an increase in mothers' knowledge and skills after receiving an education using the emotional demonstration method and video media and statistically showed significant results (

Pendahuluan: Sejak ditemukannya kasus pertama pada akhir tahun 2019 lalu di Wuhan Provinsi Hubei Tiongkok Covid-19 telah merebak ke berbagai Negara dan telah dinyatakan sebagai Pandemi oleh WHO karena penyebaran virus dan penularan virus dalam skala yang lebih besar dan cepat diberbagai Negara. Di Indonesia, daya yang di update hingga 9 Desember terus mengalami peningkatan dengan tingkat kesembuhan 82.2% dan tingkat kematian yang masih cukup tinggi yaitu 3.1%. Berdasarkan data ini Sulawesi Selatan menduduki urutan ke-5 dari seluruh 34 propinsi di Indonesia. Metode: analisis data kuantitatif dengan jumlah populasi sebanyak 16 orang Siswa TK Islam Baiturahman, sebelum pelaksanaan kegiatan dilakukan pre test untuk mengetahui tingkat pengetahuan dan tindakan siswa TK Islam Baiturahman tentang CTPS, New normal lingkungan sekolah dan penggunaan masker dengan baik dan benar . Hasil: Uji statistik dengan menggunakan analisis crossectional dekskripsitif didapatkan hasil sebelum dilakukan edukasi video learning masih ada masing-masing 2 (12,5%) siswa yang berpengetahuan kurang dan cukup, namun setelah dilakukan edukasi seluruh siswa (100%) pengetahuannya menjadi baik. Demikian juga dengan tindakan siswa, sebelum perlakuan masih ada 1 (6.3%) siswa dengan pengetahuan kurang dan 6 (37,5%) dengan tindakan cukup, setelah diberikan edukasi semua siswa tindakannya menjadi baik (100%). Kesimpulan: Telah terjadi peningkatan pengetahuan dan perubahan tindakan siswa setelah diberikan edukasi metode ceramah, Tanya jawab, video learning cuci tangan pakai sabun, new normal lingkungan sekolah dan penggunaan masker yang baik dan benar. Disarankan agar pihak sekolah tetap memberikan edukasi kepada siswa dengan cara yang menarik dan tetap melakukan pengasawan ketat terhadap penerapan protokol kesehatan dilingkungan sekolah.

Parallel to the tremendous growth and expansion of video technology, it is easy and enjoyable for students to create a video as a learning activity. However, most previous studies primarily focused on declarative knowledge learning (e.g., language learning, science learning) rather than motor skill learning. The current study aimed to investigate whether creating and sharing a video with classmates would be more effective than merely creating a video and self-exercise to learn a motor skill in terms of intrinsic motivation, perseverance in learning, learning satisfaction, and roller-skating skill. Partially consistent with our hypothesis, we found that creating and sharing a video with classmates increased students’ intrinsic motivation, perseverance in motor tasks, and learning satisfaction, but not roller-skating skill, followed by merely creating a video and then self-exercise. The findings have an important implication for motor skills learning: during teaching motor skills, teachers can use encourage students to create and share a video with classmates as a homework activity to increase students’ intrinsic motivation, perseverance in motor tasks, and learning satisfaction.

The training is part of the community service activities of the lecturers of the Faculty of Economics, Universitas Negeri Jakarta. This Workshop is to educate and train teachers or prospective teachers to make teaching materials that are certainly interesting for students. Given the current COVID-19 pandemic, where everyone is encouraged to work or distance learning, all teachers must also teach students remotely. In addition, this training is also to prepare teachers to continue to adapt to the times because it is possible that learning and teaching activities will be carried out online and offline in the future.

This study investigated the effects of open- and closed-book learning conditions either accompanied by visual aids or without on learners’ attention, drawing accuracy, and learning performance. Participants were 127 undergraduate learners randomly assigned to view either an open- or closed-book prompt, who then watched either a video lecture accompanied by visual aids or one without (i.e. visuals provided vs. no visuals). The results showed that for learners who were provided with visual aids, compared to the open-book condition, those in the closed-book condition demonstrated higher eye blink rate as well as improved immediate and delayed test scores. However, this advantage was not observed in the condition with no visual materials. Mediation analysis showed that increased immediate test scores in the visuals provided condition was due partly to improved drawing accuracy. Multiple mediation analyses showed that the open-book with visuals provided condition led to lower eye blink rate, increased fixation count, and improved drawing accuracy, which collectively resulted in decreased immediate test performance. These findings have implications for educators and instructional designers regarding how to tailor effective learning strategies; specifically, educators could consider using closed-book learning conditions with visual aids to enhance learners’ attention and improve their learning performance. [ABSTRACT FROM AUTHOR]

Much research exploring the use of videos to support language learning positions videos as tools and learners as passively engaged viewers. This study reveals that when encouraged to explore authentic Chinese videos, L2 learners actively took control of their language learning based on their personal interests. The complexity of video learning calls for deeper exploration into learners' experiences. Using sociocultural theory perspectives of self-, other-, and social-mediation and internaliza-tion, this article depicts heritage and non-heritage university-level Chinese language learners，agency during informal video learning. This two-year qualitative study used semi-structured interviews, stimulus recall, participant observation, and document collection. Analysis revealed these lived experiences of participants' agentic video learning; Learners in our study demonstrated variety in terms of social support and cultural understanding helping or hindering how videos mediated their L2 learning. Teachers should therefore design video pedagogy that considers individual students' social worlds and purposes for L2 learning. [ABSTRACT FROM AUTHOR]

Recently, the flipped learning approach has been widely endorsed as an effective active learning alternative that responds to some of today's educational challenges, such as learner engagement. Flipped learning is a movement coping with the global rise of hybrid and digital learning, not just a teaching model. Although this review covers studies published before the Covid-19 pandemic, the findings of this review were analyzed during the lockdown witnessing the escalation of digital approaches. This review systematically revealed patterns, trends, conceptions, and practices in research into the flipped approach in higher education published from (2010-2019). It employed a descriptive analysis of 169 empirical studies in three highly indexed databases while focusing on authorship, subjective definitions, methods, theoretical frameworks, the role of media, and video in practice. Accordingly, the review provides an exhaustive summary of studies capturing the evolution of the flipped approach not restricted to a specific subject area or a study group. The findings revealed that the disciplines of education and medicine led the flip research. While the faculty was almost silent, students were the prominent participants in the investigation. Most studies employed the mixed-method research design, while they didn't employ a theory to guide the research. Furthermore, this review recommends using enhanced classification frameworks to contextually define key concepts addressing the gap of a unified framework defining this tangled and rich approach. Finally, this review suggests a better understanding of the flipped approach focusing on its value more than its modality. [ABSTRACT FROM AUTHOR]

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Background: Learning through a 360° virtual reality (VR) or 2D video represents an alternative way to learn a complex medical education task. However, there is currently no consensus on how best to assess the effects of different learning materials on cognitive load estimates, heart rate variability (HRV), outcomes, and experience in learning history taking and physical examination (H&P) skills. Objective: The aim of this study was to investigate how learning materials (ie, VR or 2D video) impact learning outcomes and experience through changes in cognitive load estimates and HRV for learning H&P skills. Methods: This pilot system-design study included 32 undergraduate medical students at an academic teaching hospital. The students were randomly assigned, with a 1:1 allocation, to a 360° VR video group or a 2D video group, matched by age, sex, and cognitive style. The contents of both videos were different with regard to visual angle and self-determination. Learning outcomes were evaluated using the Milestone reporting form. Subjective and objective cognitive loads were estimated using the Paas Cognitive Load Scale, the National Aeronautics and Space Administration Task Load Index, and secondary-task reaction time. Cardiac autonomic function was assessed using HRV measurements. Learning experience was assessed using the AttrakDiff2 questionnaire and qualitative feedback. Statistical significance was accepted at a two-sided P value of <.01. Results: All 32 participants received the intended intervention. The sample consisted of 20 (63%) males and 12 (38%) females, with a median age of 24 (IQR 23-25) years. The 360° VR video group seemed to have a higher Milestone level than the 2D video group (P=.04). The reaction time at the 10th minute in the 360°VR video group was significantly higher than that in the 2D video group (P<.001). Multiple logistic regression models of the overall cohort showed that the 360°VR video module was independently and positively associated with a reaction time at the 10th minute of =3.6 seconds (exp B=18.8, 95% CI 3.2-110.8; P=.001) and a Milestone level of =3 (exp B=15.0, 95% CI 2.3-99.6; P=.005). However, a reaction time at the 10th minute of =3.6 seconds was not related to a Milestone level of =3. A low-frequency to high-frequency ratio between the 5th and 10th minute of =1.43 seemed to be inversely associated with a hedonic stimulation score of =2.0 (exp B=0.14, 95% CI 0.03-0.68; P=.015) after adjusting for video module. The main qualitative feedback indicated that the 360° VR video module was fun but caused mild dizziness, whereas the 2D video module was easy to follow but tedious. Conclusions: Our preliminary results showed that 360° VR video learning may be associated with a better Milestone level than 2D video learning, and that this did not seem to be related to cognitive load estimates or HRV indexes in the novice learners. Of note, an increase in sympathovagal balance may have been associated with a lower hedonic stimulation score, which may have met the learners' needs and prompted learning through the different video modules. [ABSTRACT FROM AUTHOR]