Search Results (111)

This study examines food safety and waste behaviours depicted in the televised cooking competition MasterChef, a globally franchised series that showcases diverse culinary traditions and influences viewers’ practices. The research focuses on the MasterChef editions aired in Turkey and the United Kingdom, two countries with distinctly different social and cultural contexts. Video content analysis, based on predefined criteria, was employed to assess observable behaviours related to food safety and waste. Additionally, content analysis of episode transcripts identified verbal references to these themes. Principal Component Analysis was employed to categorise patterns in the observed behaviours. The findings revealed frequent lapses in food safety, with personal hygiene breaches more commonly observed in MasterChef UK, while cross-contamination issues were more prevalent in MasterChef Turkey. In both versions, the use of disposable materials and the discarding of edible food parts emerged as the most common waste-related practices. These behaviours appeared to be shaped by the cultural and culinary norms specific to each country. The study highlights the importance of cooking shows in promoting improved food safety and waste management practices. It recommends involving relevant experts during production and clearly communicating food safety and sustainability messages to increase viewer awareness and encourage positive behaviour change. Full article

In the context of global demographic aging, falls among the elderly remain a major public health concern, often leading to injury, hospitalization, and loss of autonomy. This study proposes a real-time fall detection system that combines a modern computer vision model, YOLOv11 with integrated pose estimation, and an Artificial Intelligence (AI)-based voice assistant designed to reduce false alarms and improve intervention efficiency and reliability. The system continuously monitors human posture via video input, detects fall events based on body dynamics and keypoint analysis, and initiates a voice-based interaction to assess the user’s condition. Depending on the user’s verbal response or the absence thereof, the system determines whether to trigger an emergency alert to caregivers or family members. All processing, including speech recognition and response generation, is performed locally to preserve user privacy and ensure low-latency performance. The approach is designed to support independent living for older adults. Evaluation of 200 simulated video sequences acquired by the development team demonstrated high precision and recall, along with a decrease in false positives when incorporating voice-based confirmation. In addition, the system was also evaluated on an external dataset to assess its robustness. Our results highlight the system’s reliability and scalability for real-world in-home elderly monitoring applications. Full article

Background: Several studies document the importance of communicative abilities for children’s development. Especially in recent years verbal communication in preschool children with developmental language disorder (DLD) has been studied, relying heavily on statistical analysis, outcome measures, or/and parents’ reports. Purpose: This explorative study investigates the effects of speech therapy on the development of language and verbal communication skills in preschool children with DLD within their peer group in a day-to-day setting using objective video-documentation. Hypothesis: Speech therapy leads to improvement of language, communication, and possibly to concurrent development of both language and verbal communication skills in preschool children. Methods: Preliminary prospective study to assess language and verbal communications skills of nine preschool children (seven boys, two girls, 4–6 y) with DLD in a speech therapy kindergarten using video recordings over a one-year therapy period. The communicative participation of the members of the peer group was assessed and included the verbal address (Av) and the ratio of “verbal address/verbal reaction” (Av/Rv). Results: The investigation results in evidence for two outcome groups: One group with suspected preferential verbal communication disorders (n = 4) was characterised by a high Av/Rv value, meaning they were scored to have a normal or high verbal address (Av) and a low verbal response (Rv) (predominantly interpersonal communication related disorder). This group showed minimal changes in the short term but demonstrated improvement after 5 years of schooling; thus, pedagogical activities seemed to be particularly effective for these children. The second group showed a balanced Av/Rv ratio (predominantly language related disorder) (n = 5); but after five years they demonstrated a partial need for special school support measures. This group may therefore particularly benefit from speech therapy. Conclusions: The present study clearly shows that even with speech-language therapy, the linguistic ability of DLD-disturbed children does not necessarily develop simultaneously with their communication ability. Rather, the investigations provide evidence for two groups of preschool children with DLD and communication disorder: One group demonstrated a predominantly verbal communication related disorder, where pedagogical intervention might be the more important treatment. The second group showed predominantly DLD, therefore making speech therapy the more effective intervention. In this study, all children expressed their desire to communicate with their peers. To the authors’ best knowledge, this is the first study determining the ability to communicate in a preschool cohort with DLD using characterisation with video documentation in a follow-up for 1 year. Full article

The present study introduces a multidimensional approach to describing the composition of reflections, addressing previous inconsistencies in operationalization. The multidimensional approach was empirically explored in comparison to unidimensional reflection quality measures and examined in relation to reflection-related dispositions. Given the challenges of promoting reflection in teachers’ daily practice, low-threshold interventions—repeated practice and structuring prompts—were investigated regarding their potential to foster reflective competence. Using an integrated model of reflection, five proposed dimensions—describing, evaluating, naming alternatives, justification, and self-reference—were identified and assessed alongside the quality measures reflection depth and breadth, and holistic grading. N = 29 teachers reflected verbally on two teaching videos, first openly and then with structuring prompts. The transcribed reflections underwent qualitative and evaluative content analysis to extract quantitative data. Compared to existing quality measures, the multidimensional approach provided deeper insights into the complexity of the reflections. The correlations between different approaches to reflection measurement and the reflection-related dispositions were only partially as expected. While repeated practice did not yield a training effect, structuring prompts improved reflection quality. Overall, the findings confirm the usefulness of the multidimensional approach as a valuable means to describe the composition of reflections and highlight its potential for quality measurement. Full article

Guide dogs are essential in supporting the autonomy of blind and visually impaired individuals. Austria is the first country to implement a legally mandated, two-stage certification protocol for the official recognition of guide dogs, assessed by an independent authority. The first stage includes two evaluation phases: the dog guides its familiar trainer (Phase 1) and then an unfamiliar blind tester (Phase 2). While Phase 2 ensures an objective assessment of guiding performance, it may also introduce stress due to the unfamiliar handler and separation from the trainer that could impact welfare and behaviour. This study aimed to evaluate whether Phase 2 of the Austrian evaluation protocol elicits higher stress than Phase 1 in guide dogs and, hence, needs to be refined in this regard by comparing physiological and behavioural responses between the two test phases. Fourteen guide dogs were assessed during real evaluations. Salivary cortisol was collected before the evaluation day and at several time points on the evaluation day (before and after each phase). Behavioural responses were coded from video recordings of the first 5 and 15 min of each phase, including stress-related behaviours, task-related performance behaviours, and handler behaviours. Cortisol levels did not differ significantly between the phases. Dogs turned around significantly more often in Phase 2, potentially seeking reassurance, but showed a non-significant trend toward fewer stress-related behaviours. Verbal praise occurred more frequently with the unfamiliar tester. These findings suggest that the current evaluation protocol does not induce substantial physiological or behavioural stress when dogs are guided by an unfamiliar tester, supporting its continued use as a welfare-conscious and objective certification approach that could also potentially serve as a model for other countries. Full article

Background: Colonoscopy is an important and essential diagnostic and screening tool for colorectal cancer and other pathologies in the colon. High-quality bowel preparation (BP) is a key quality measure of colonoscopy and is critical for maximizing its effectiveness, including enhancing adenoma detection rates. However, inadequate bowel preparation (IBP) remains a frequent challenge and is influenced by multiple factors. This review aims to summarize and evaluate educational and technological interventions implemented before colonoscopy to improve BP quality. Methods: The methodology comprised a structured narrative review of studies published in English, including randomized controlled trials, prospective studies, observational cohorts, and meta-analyses. Interventions were categorized by their delivery mode and impact on BP adequacy. Interventions included written materials, internet-based education modules, short message service (SMS) reminders, visual aids, instructional videos, verbal communication, telephone support, smartphone applications, and virtual reality (VR) platforms. Results: Most studies reported significant improvements in BP quality with enhanced patient education, particularly with the use of instructional videos and smartphone applications. Verbal communication and telephone support also demonstrated positive outcomes but were limited by resource availability. VR represents a promising emerging technology, though its implementation remains costly and complex. Conclusions: Enhanced educational interventions are proven methods to optimize BP quality. The selection of an appropriate modality should consider patient characteristics, technological accessibility, and institutional resources. Personalized strategies targeting high-risk populations can further reduce IBP rates and improve overall colonoscopy outcomes. Full article

Children acquire much of their knowledge through trusting others’ testimony, particularly that of teachers. They not only tend to trust their teachers but also imitate behaviors that teachers reward. However, it remains unclear if they show selective trust in those who provide such rewards. This study, therefore, examined how teachers’ rewards to other children and the types of these rewards influence the selective trust of preschoolers. In Study 1, 162 preschoolers from junior, middle, and senior classes watched videos of a teacher giving verbal and material rewards, while another provided neutral feedback. Then, children chose which teacher to trust in a novel object-naming task. The results showed that all preschoolers preferred to trust teachers who offered rewards compared to those who did not. Moreover, junior-class children displayed the highest level of selective trust among the preschoolers. In Study 2, 176 preschoolers judged which teacher to trust, one offering material rewards and the other verbal praise. The results showed senior-class girls preferred teachers with material rewards more than senior-class boys and middle-class girls. These findings indicate that preschoolers can assess teachers’ trustworthiness based on rewards and are more sensitive to material rewards than to verbal praise when accepting information from teachers. Full article

While small group learning through engineering design activities has been shown to enhance student achievement, motivation, and problem-solving skills, much of the existing research in this area focuses on undergraduate engineering education. Therefore, this study examines how small-group interactions influence design decisions within a sixth-grade engineering design-based English Language Arts unit for multilingual learners. Multilingual Learners make up 21% of the U.S. school-aged population and benefit from early STEM opportunities that shape future educational and career trajectories. Grounded in constructivist learning theories, the research explores collaborative learning in the engineering design process, using a comparative case study design. Specifically, this study explores student interactions and group dynamics in two small groups (Group A and Group B) engaged in a board game design challenge incorporating microelectronics. Video recordings serve as the primary data source, allowing for an in-depth analysis of verbal and nonverbal interactions. The study employed the Social Interdependence Theory to examine how group members collaborate, negotiate roles, and make design decisions. Themes such as positive interdependence, group accountability, promotive interaction, and individual responsibility are used to assess how cooperation influences final design choices. Three key themes emerged: Roles and Dynamics, Conflict, and Teacher Intervention. Group A and Group B exhibited distinct collaboration patterns, with Group A demonstrating stronger leadership dynamics that shaped decision-making, while Group B encountered challenges related to engagement and resource control. The results demonstrate the importance of small-group interactions in shaping design decisions and emphasize the role of group dynamics and teacher intervention in supporting multilingual learners’ engagement and success in integrated STEM curriculum. Full article

Historically, the field of discourse marker research has moved from relying on intuition to more and more ecological data, with written, spoken, and now multimodal corpora available to study these pervasive pragmatic devices. For some topics, video is necessary to capture the complexity of interactive phenomena, such as feedback in dialogue. Feedback is the process of communicating engagement, alignment, and affiliation (or lack thereof) to the other speaker, and has attracted a lot of attention recently, from fields such as psycholinguistics, conversation analysis, or second language acquisition. Feedback can be expressed by a variety of verbal/vocal and visual/gestural devices, from questions to head nods and, crucially, discourse or pragmatic markers such as “okay, alright, yeah”. Verbal-vocal and visual-gestural forms often co-occur, which calls for more investigation of their combinations. In this study, we analyze multimodal pragmatic markers of feedback in a corpus of French dialogues, where all feedback devices have previously been categorized into either “alignment” (expression of mutual understanding) or “affiliation” (expression of shared stance). After describing the distribution and forms within each modality taken separately, we will focus on interesting multimodal combinations, such as [negative oui ‘yes’ + head tilt] or [mais oui ‘but yes’ + forward head move], thus showing how the visual modality can affect the semantics of verbal markers. In doing so, we will contribute to defining multimodal pragmatic markers, a status which has so far been restricted to verbal markers and manual gestures, at the expense of other devices in the visual modality. Full article

Pedestrian panic behavior is a primary cause of overcrowding and stampede accidents in public micro-road network areas with high pedestrian density. However, reliably detecting such behaviors remains challenging due to their inherent complexity, variability, and stochastic nature. Current detection models often rely on single-modality features, which limits their effectiveness in complex and dynamic crowd scenarios. To overcome these limitations, this study proposes a contour-driven multimodal framework that first employs a CNN (CDNet) to estimate density maps and, by analyzing steep contour gradients, automatically delineates a candidate panic zone. Within these potential panic zones, pedestrian trajectories are analyzed through LSTM networks to capture irregular movements, such as counterflow and nonlinear wandering behaviors. Concurrently, semantic recognition based on Transformer models is utilized to identify verbal distress cues extracted through Baidu AI’s real-time speech-to-text conversion. The three embeddings are fused through a lightweight attention-enhanced MLP, enabling end-to-end inference at 40 FPS on a single GPU. To evaluate branch robustness under streaming conditions, the UCF Crowd dataset (150 videos without panic labels) is processed frame-by-frame at 25 FPS solely for density assessment, whereas full panic detection is validated on 30 real Itaewon-Stampede videos and 160 SUMO/Unity simulated emergencies that include explicit panic annotations. The proposed system achieves 91.7% accuracy and 88.2% F1 on the Itaewon set, outperforming all single- or dual-modality baselines and offering a deployable solution for proactive crowd safety monitoring in transport hubs, festivals, and other high-risk venues. Full article

Pain assessment is a challenging task for clinicians due to its subjective nature, particularly in individuals with communication difficulties, cognitive impairments, or severe disabilities. Traditional methods such as the Visual Analogue Scale (VAS), Numerical Rating Scale (NRS), and Verbal Rating Scale (VRS) rely heavily on patient feedback, which can be inconsistent and subjective. To address these limitations, developing objective and reliable pain assessment tools that incorporate advanced technologies, such as multimodal data integration from video and fNIRS, is important for improving clinical outcomes. However, challenges such as noise susceptibility in fNIRS signals must be carefully addressed to realize their full potential. Recent studies have explored automatic pain assessment using machine learning and deep learning techniques, which require high-quality data that can accurately represent pain categories. In response to the introduction of a new dataset in the AI4Pain Challenge, we proposed a multimodal neural network model utilizing attention-based fusion to improve overall accuracy (MMAPA). Our model leverages video and fNIRS modalities as well as manually extracted statistical features. We also implemented fNIRS signal preprocessing and artifact noise filtering, which significantly improved performance on both the fNIRS and statistical feature branches. On the hidden test set, our model achieved an accuracy of 51.33%, outperforming the official baseline of 43.33%. To evaluate generalizability, we further tested our method on the BioVid Heat Pain Database, where our fusion model achieved the highest accuracy in the 10-fold cross-validation setting, outperforming PainAttNet and unimodal variants. These results highlight the effectiveness of our multimodal attention-based approach in improving pain classification performance across datasets. Full article

This article examines how young children express informed assent in research settings that incorporate digital tools, participatory methods, and play-based approaches. Drawing on data from three studies involving kindergarten and first-grade children (ages 5 to 7) in the southeastern United States, this cross-case analysis explores how children navigated their participation using multimodal and relational strategies. Conceptual play theory, social semiotics, and participatory research frameworks guided the analysis, emphasizing assent as an evolving, co-constructed process rather than a singular verbal agreement. Through video recordings, field notes, and action-oriented transcripts, we investigated how children expressed comfort, curiosity, and agency across diverse contexts—including virtual reality storytelling, video-cued reflection, and interactive eBooks. Findings illustrate that assent was negotiated through gesture, movement, silence, humor, and peer interaction, often extending beyond adult-defined research routines. Children reinterpreted their roles, shaped the pace of sessions, and co-constructed meaning through play and dialogue. This retrospective synthesis of three previously conducted studies offers practical and ethical insights for researchers working with young children, including the importance of ongoing assent checkpoints, developmentally appropriate explanations, and flexible research environments. We argue that ethical research with children must prioritize multimodal communication, child-led pacing, and relational trust to support authentic and meaningful participation. By reframing assent as a dynamic and multimodal process, this research contributes to emerging conversations about ethical responsiveness, agency, and inclusive practices in early childhood research. Full article

Background: Primary progressive aphasia (PPA) is a neurodegenerative disorder that worsens over time without appropriate treatment. Although referral to a speech and language pathologist is essential for diagnosing language deficits and developing effective treatment plans, there is no scientific consensus regarding the most effective treatment. Thus, our study aims to assess the efficacy and safety of various therapeutic interventions for PPA. Methods: Google Scholar, PubMed, Web of Science, and the Cochrane Library databases were systematically searched to identify articles assessing different therapeutic interventions for PPA. To ensure comprehensive coverage, the search strategy employed specific medical subject headings. The primary outcome measure was language gain; the secondary outcome assessed overall therapeutic effects. Data on study characteristics, patient demographics, PPA subtypes, therapeutic modalities, and treatment patterns were collected. Results: Fifty-seven studies with 655 patients were included. For naming and word finding, errorless learning therapy, lexical retrieval cascade (LRC), semantic feature training, smartphone-based cognitive therapy, picture-naming therapy, and repetitive transcranial magnetic stimulation (rTMS) maintained effects for up to six months. Repetitive rTMS, video-implemented script training for aphasia (VISTA), and structured oral reading therapy improved speech fluency. Sole transcranial treatments enhanced auditory verbal comprehension, whereas transcranial direct current stimulation (tDCS) combined with language or cognitive therapy improved repetition abilities. Phonological and orthographic treatments improved reading accuracy across PPA subtypes. tDCS combined with speech therapy enhanced mini-mental state examination (MMSE) scores and cognitive function. Several therapies, including smartphone-based cognitive therapy and VISTA therapy, demonstrated sustained language improvements over six months. Conclusions: Various therapeutic interventions offer potential benefits for individuals with PPA. However, due to the heterogeneity in study designs, administration methods, small sample sizes, and lack of standardized measurement methods, drawing a firm conclusion is difficult. Further studies are warranted to establish evidence-based treatment protocols. Full article

Background: Foreign body airway obstruction is a sudden emergency that can occur unexpectedly in healthy people, leading to severe consequences if immediate first aid is not provided. Unlike the Heimlich maneuver for adults, the first aid for infant choking is less widely known and more complex, making it difficult to explain verbally. This study aimed to assess the efficiency of using an animated graphics interchange format (GIF) to teach first aid for infant choking due to foreign bodies. Methods: Eighty adults who had not received recent training in choking first aid within the last two years were randomly assigned to either the auditory (n = 40) or audiovisual (n = 40) groups. The participants were asked to perform first aid on an infant manikin under the guidance of a researcher using a smartphone in a separate room. The auditory group received verbal instructions only, while the audiovisual group received animated GIFs on their smartphones along with verbal instructions simultaneously. The entire process was recorded with two cameras, and two emergency physicians reviewed the videos to assess the adequacy of the first aid administered. Results: The “infant position”, “supporting arm posture”, and “head tilt” were more adequate in the audiovisual group. The Instruction Performance scores were higher in the audiovisual group. There was no significant difference in the time required to administer first aid between the two groups. Conclusions: Audiovisual guidance using animated GIFs has been shown to effectively enhance the adequacy of first-aid performance for infant airway obstruction caused by foreign bodies. Full article

Mobile technology, especially mobile learning, has long been an emerging and thriving field, and remains a main theme in mobile learning applications and systems. The extensive utilization of mobile learning has prompted the invention of many mobile applications. As a result of rapid advances in application technologies, various learning applications can combine different media or multi-modalities, such as video, audio, images, animated graphics, and text, to create multimedia learning resources that engage learners. However, the most favorable modalities in different learning applications that assist performance are worth exploring. This study employed mixed methods to investigate the current multi-modality situation in learning application utilization among 300 university students in China, where a rapid educational technology revolution is occurring. The findings revealed that the verbal modality (M = 3.99, S*D = 0.79) and the writing modality (M = 3.99, S*D = 0.75) in the learning applications were less enjoyable and less effective at enhancing learning performance. In exam-based or function-based apps, all five modalities in this research were considered important, especially the visual and aural modes. The results of this study also revealed that a majority of university learners were satisfied with the multi-modalities in different types of applications, except for game-based apps, that assist their learning performance (56.7%, M = 3.87, S*D = 0.79), which contrasts with the results of several related studies. Overall, college users perceived that multi-modalities were effective in helping them to complete tasks, and all modalities in current applications satisfied most of the users’ needs to assist their learning performance. In the end, the findings indicated a positive and strong linear relationship [r = 0.766, p < 0.05] between multi-modalities and assisted learning performance with the help of more capable (knowledgeable) others with the use of mobile applications. Full article