Search Results (9)

Digital pedagogies have significant potential to enhance classroom learning, and teachers are increasingly seeking ways to integrate these approaches. Combining video with drama provides students with opportunities to explore technology while expressing themselves through dramatic performance. This article presents a qualitative case study exploring the use of creative videomaking as a literacy strategy in an upper primary class at a high-diversity Australian school. The research explored different forms of literacy involved in collaborative videomaking, as well as benefits and challenges associated with this approach. Thematic analysis of observations, interviews, and student videos identified collaborative drama and videomaking as an engaging and inclusive pedagogy for diverse learners. Benefits included a strong focus on oral and visual communication and an authentic use of digital technologies. Written literacy would have benefitted from separate sessions targeting scriptwriting, however, and although critical digital topics captured students’ interest, these also needed more time than was allocated. Other challenges included increased self-consciousness for some students when recording their voices, limitations of filming in a classroom, and additional time needed for lesson preparation. Further findings showed drama strategies were particularly useful for improving at-risk students’ confidence and sense of identity as learners and speakers of English. Overall, integrating videomaking into literacy instruction effectively fostered multimodal and technological literacy, creativity, and identity for diverse students. Full article

Refugee children displaced by war suffer incredible amounts of physical and psychological trauma during and post-displacement. War is not partial to children, and they are subjected to as much extreme violence as adults. This paper explores the mental health of refugee children following war and was guided by the research question: What are the mental health experiences of refugee children displaced by war situations? A secondary data analysis was conducted on publicly available documentary short films and instructional videos on psychological therapy with refugee children and families. The data were analysed through Qualitative Conventional Content Analysis (QCCA). Three major categories emerged regarding the well-being of refugee children: (1) children are not spared from war trauma, (2) children live in perpetual fear and anxiety, and (3) war-related violence ignites aggressive behaviours in children. To increase positive mental health outcomes, school psychologists need to implement trauma-informed therapy that focuses on decreasing psychosocial reactions to war. Culturally responsive therapy is recommended as it places indigenous ways of being at the centre of the healing process. Full article

Background: University education is undergoing a paradigm shift towards active methodologies, such as virtual reality and training videos, which have proven to be valuable resources, especially in the health sciences. The scarcity of existing research on the topic prompted us to conduct this study, which seeks to measure the knowledge gained from the aforementioned tools by users, their level of satisfaction with them, and their perceived utility. Methods: This is a quasi-experimental intervention study analysing the impact of virtual objects as learning resources for undergraduate nursing students. Results: Fifty-four participants completed the training, yielding highly significant differences between their mean scores, with a high statistical power and a large effect size. A total of 85.46% of participants confirmed that the virtual resources helped them considerably to empathise with the experiences of trans people in healthcare settings. Students were comfortable using the virtual resources, very satisfied with the methodology employed, and would recommend the training received. Conclusions: University teaching must adapt to meet the current legislations and changing health needs of society, and teaching staff must be prepared to implement new active teaching methodologies that make learning a more dynamic process. Considering these results, our study serves as a guide for other nursing educators who seek to promote inclusive healthcare regarding gender diversity. This study is not registered. Full article

The present study attempted to explore the effects of sleep deprivation on the visual search patterns and hazard response times of taxi drivers when they encountered different types of hazards. A two (driver groups: sleep deprivation or control) × two (hazard types: covert hazard or overt hazard) mixed experimental design was employed. A total of 60 drivers were recruited, half of whom were in the sleep-deprived group and half of whom were in the control group. A validated video-based hazard perception test that either contained covert hazards (12 video clips) or overt hazards (12 video clips) filmed from the drivers’ perspective was presented to participants. Participants were instructed to click the left mouse button quickly once they detected a potentially dangerous situation that could lead to an accident. Participants’ response time and eye movements relative to the hazards were recorded. The sleep-deprived group had a significantly longer response time and took a longer time to first fixate on covert hazards than the control group, while they had a shorter response time to overt hazards than the control group. The first fixation duration of sleep-deprived drivers was longer than that of the control group for overt hazards, while the duration of the first fixation of the two driver groups was similar for covert hazards. Sleep deprivation affects the visual search patterns and response times to hazards, and the adverse effects of sleep deprivation were worse in relation to covert hazards. The findings have some implications for classifying and evaluating high-risk taxi drivers whose hazard perception ability might be affected by insufficient sleep. Full article

No prior study has evaluated the content of YouTube videos that demonstrated how to take periapical radiographs, one of the commonest radiographic examinations in dentistry. This study provided a content analysis on these YouTube videos. Three separate searches were performed with the following search strings: (1) posterior periapical, (2) molar periapical, and (3) anterior periapical. The videos resulting from the searches were sorted by view count, and their related videos (as listed by YouTube on the right of the screen) were also screened. Exclusion criteria included irrelevance to periapical radiography, no real patient involved, no demonstration of periapical radiography procedures), non-English video, and duplicate videos. Finally, 21 videos were included and analyzed. For each included video, the following aspects were evaluated: general settings (types of image receptor, patient age, and radiographic technique), patient preparation, machine preparation, receptor placement, and operator safety. All but one were demonstrated with an adult patient. The videos were largely based on digital imaging with the use of either intraoral sensors or phosphor plates, and mostly used paralleling technique. Several common issues were identified, such as not removing the metallic objects from the patient’s head and neck region, not showing the selection of radiation dose, not placing the orientation dot on the film or phosphor plate on the occlusal side, and not wearing proper personal protective equipment. More instructional videos are definitely required. Future videos should eliminate these issues, and also demonstrate with pediatric patients. Perhaps the dental radiology department of a well-established university should be enticed to produce an instructional video that presents the technique in a flawless presentation, to facilitate the learning of dental students, dental hygienists and dental assistants who have yet to master their skills. Full article

Stroke survivors with aphasia (SsWA) tend to experience high levels of anxiety and stress, leading to an increased risk of recurrent strokes. Mindfulness and/or relaxation that does not require language outputs could reduce psychosocial stress; however, these approaches work best if they consist of a range of techniques and are modified to suit the needs of SsWA. Using a mixed-methods approach, we examined the feasibility and acceptability of a set of tailored mindfulness and relaxation techniques for SsWA. Nine SsWA were recruited (six men and three women, median age = 51 years). Four relaxation and mindfulness techniques which had been tailored for SsWA were filmed into a DVD/YouTube video and were given to participants together with a practice diary for home practice once daily for 5 weeks. The participants joined focus group discussions and completed a feasibility scale 5 weeks later. The participants perceived these techniques as easy, user-friendly and acceptable for SsWA in general. Although practised less often than instructed, many participants reported benefits of regular practice. The perceived relevance of these techniques to the participants’ own situations and the intention to continue varied. Future research could encourage the regular practice of self-help interventions by incorporating behavioural change techniques such as using prompts and cues. Full article

Epidural catheterization has become an indispensable part of modern pain therapy, for example, in obstetrics. Learning how to master this skill is an important competency. Videos are among the information sources with the highest information content for learning such skills. The present study aims to analyze videos regarding epidural catheter placement provided on the YouTube platform based on a validated checklist. An expert workshop selected crucial items for learning epidural catheterization in obstetrics. Items were identified and optimized in a five-step testing process. Using this checklist, videos from YouTube were evaluated by eleven health care professionals. Sixteen videos were identified and analyzed. Concerning the catheterization-specific part of the checklist, only two videos showed satisfactory quality. In the didactic part, eleven out of 21 items reached a mean score >50% of the points. Regarding interrater reliability, the catheterization-specific checklist was shown to be substantial (Fleiss’ kappa = 0.610), and the didactic part was shown to be fair (Fleiss’ kappa = 0.401). Overall, standard monitoring and appropriate aseptic technique were followed in only 42% and 49% for the procedure. There was a significant correlation between the runtime and the content quality (p < 0.001). No correlation could be found in terms of platform rating parameters. The video quality varied highly in terms of the requirements of this practical skill. The majority appear unsuitable for self-study due to serious errors and deficiencies regarding patient safety. However, there is no quality control on free platforms. Accordingly, it is difficult to identify suitable videos for educational purposes. Full article

This paper introduces a cognitive psychological experiment that was conducted to analyze how traditional film editing methods and the application of cognitive event segmentation theory perform in virtual reality (VR). Thirty volunteers were recruited and asked to watch a series of short VR videos designed in three dimensions: time, action (characters), and space. Electroencephalograms (EEG) were recorded simultaneously during their participation. Subjective results show that any of the editing methods used would lead to an increased load and reduced immersion. Furthermore, the cognition of event segmentation theory also plays an instructive role in VR editing, with differences mainly focusing on frontal, parietal, and central regions. On this basis, visual evoked potential (VEP) analysis was performed, and the standardized low-resolution brain electromagnetic tomography algorithm (sLORETA) traceability method was used to analyze the data. The results of the VEP analysis suggest that shearing usually elicits a late event-related potential component, while the sources of VEP are mainly the frontal and parietal lobes. The insights derived from this work can be used as guidance for VR content creation, allowing VR image editing to reveal greater richness and unique beauty. Full article

Background: During the last few decades the prevalence of lumbar disc herniation has been increasing constantly, thereby imposing a significant socioeconomic burden. Physiotherapy plays a crucial role in both surgical and conservative treatment of lumbar disc herniation, consequently the current COVID-19 pandemic with concomitant lockdowns has led to a shortage of physiotherapeutical care. In the light of these recent events publicly available physiotherapy tutorials may be a useful tool to address this problem. Aim: The main aim of this study was to assess the quality of online physiotherapy exercise tutorials for lumbar disc herniation. Materials & Methods: With YouTube being a widely known and used platform we screened 240 of the most viewed videos. A total of 76 videos met the inclusion criteria and were statistically analyzed. The videos were assessed using Global Quality Score, DISCERN Score and JAMA benchmark criteria and in regard to their applicability. Results: They displayed a wide range of views (44,969 to 5,448,717), likes (66 to 155,079) and dislikes (6 to 2339). The videos were assessed using Global Quality Score, DISCERN Score and JAMA benchmark criteria and in regard to their applicability. Neither the number of “Views”, “Likes”, nor “Dislikes” was found to have a significant association with any of the quality measures used in this study. Conclusion: Overall quality grade was determined as “moderate”. Based on the data examined in this study, the use of YouTube videos as a source of therapy advice for lumbar spine disc herniation cannot be recommended universally. Full article