Which game are you playing? - An interactive and educational video show

Project “Which game are you playing?” is an interactive video show, which has an educational purpose. Video records projected on the three walls are swapped according to where a person has sat down, in other words, according to a person’s »ego« role: child, parent or adult. Videos show conflicts among young people and their resolution according to the person's »ego« role. We made the project with two programs: Smart Wall and vvvv. For the realization of this project we need two computers, which are connected with an ethernet cable, two cameras, one placed on the ceiling and the other in front of the »ego« chairs, and three projectors

Contributions to Using IT in Education: An Educational Video Player

Following the trends of IT use in education we propose four main principles of educational application development: anytime-anywhere access (including access for mobile devices); user-generated content; assigning users an active role inside the platform; creating a correlation between natural activities and educational activities – adding fun into the equation. With these principles in mind we developed a small Educational Player – a movie player that connects to a database to show information relevant to the events in the movie, more specific to the exact key-frame (in the movie time-line) at the moment of the request. Though the application is still in a conceptual form, its possibilities make us confident in its future success either as an informal way of learning, or by using it in a formal educational context either as an e-learning tool, either as interactivity tool in a traditional classroom setting.E-learning, Educational Technologies, Multimedia Applications

Naloxone Administration: An Educational Video

Identification of the need for client education on the use of naloxone opioid reversal kits.https://scholarworks.uvm.edu/fmclerk/1428/thumbnail.jp

From videocassette to video stream: Issues involved in re‐purposing an existing educational video

Conventional video recordings can be converted into video streams but the process can be complex and problematic. The authors’ experience of re‐purposing an existing video, Back Care for Health Professionals, for streaming is used to illustrate what was involved and to highlight the important issues. Financial, legal, technical and pedagogic issues are examined

Packet Delivery: An Investigation of Educational Video Games for Computer Science Education

The field of educational video games has rapidly grown since the 1970s, mostly producing video games to teach core education concepts such as mathematics, natural science, and English. Recently, various research groups have developed educational games to address elective topics such as finance and health. Educational video games often target grade school audiences and rarely target high school students, college students, or adults. Computer science topics are not a common theme among educational video games; the games that address Computer Science topics teach computer fundamentals, such as typing or basic programming, to young audiences. Packet Delivery, an educational video game for introductory computer science students, is an investigation into the use of apprenticeship learning, constructivism, and scaffolding learning paradigms to teach the Domain Name System (DNS) lookup process. In Packet Delivery, the player\u27s primary task is delivering letters without addresses to recipients via a search mechanism that emulates the DNS lookup process. Through practice and in-game upgrades, the player\u27s goal is to learn the basics of DNS lookup and its optimizations. To analyze comprehension and retention of students playing Packet Delivery, a study containing three tests were given to participants over the course of a few weeks; a pretest gauging prior knowledge, a post-test gauging immediate comprehension, and a follow-up post-test gauging retention. The study provided a proof of concept that educational video games not only have a significant place in higher education, but that apprenticeship learning, constructivism, and scaffolding are highly effective learning paradigms for use within educational video games. Adviser: Shruti Bolma

Features creating and placing video information and educational environment

Проаналізовано основні формати створення відеоконтенту для інформаційно-освітнього середовища. Описано умови створення навчального відеоконтенту. Вказано основні кроки створення власного каналу та внесення навчального відеоконтенту на відеохостинг YouTube.Analyzed the basic video formats to create information-educational environment. Described conditions creating educational video content. The specified main steps of creating your own channel and making educational video broadcasts on YouTube

Adolescents’ Acceptance of Long-Acting Reversible Contraception After an Educational Intervention in the Emergency Department: A Randomized Controlled Trial

Introduction: Adolescents who seek care in the emergency department (ED) are a cohort at increased risk of unintended pregnancy. Although adolescents are interested in learning about pregnancy prevention in the ED, there is a lack of effective educational interventions in this setting. Long-acting reversible contraceptives (LARC) are highly effective and safe in teens, yet are underutilized. This study assessed contraception use among adolescents in the ED and evaluated the impact of an educational video on their interest in and uptake of LARCs.Methods: We conducted a two-arm randomized controlled trial on a convenience sample of sexually active females 14 to 21 years old in an urban pediatric ED. Participants were randomized to an educational video or standard care. All participants completed a survey and were given an informational card about affiliated teen clinics with the option to schedule an appointment. We assessed pre-post mean differences between control and intervention participants and pre-post differences among intervention participants. Participants were followed three months after their ED visit to examine use of contraception.Results: A total of 79 females were enrolled (42 control and 37 intervention). The mean age was 17 years, and most were youth of color. The proportion of participants with a prior pregnancy was 18%. Almost all participants reported wanting to avoid pregnancy, yet 18% reported not using contraception at last intercourse. At baseline, 17.7% of participants were somewhat or very interested in the intrauterine device (IUD) or implant. After watching the video, 42.3% were somewhat or very interested in the IUD and 35.7% in the implant. Among those who watched the video, there were significant increases in interest in using an IUD or implant (p<.001). Compared to controls, adolescents who watched the video were also significantly more likely to report wanting an IUD (p<0.001) or implant (p=0.002). A total of 46% were reached for follow-up. Of these, 16% had initiated a LARC method after their ED visit (p=NS).Conclusion: Most adolescent females in the ED want to avoid pregnancy, but are using ineffective methods of contraception. A brief educational video on LARCs was acceptable to adolescents and feasible to implement in a busy urban ED setting. Adolescents who watched the video had significantly greater interest in using LARCs, but no demonstrated change in actual adoption of contraception

Assessing Learning Strategies with an Educational Video

Even though educational films and videos have been in used for a century, there remains insufficient research into efficacious learning strategies that can be used alongside them. This study sought to investigate active learning strategies as a method to improve learning from video. This true experimental study, supported and informed by qualitative data, examined three active learning strategies utilized within video-based instruction: Guided Notetaking, Personal Notetaking, and Guided Summaries. Outcome measures included three dimensions of learning (factual, conceptual, and procedural) on an immediate posttest, perceptions of extrinsic cognitive load, likelihood that participants would use the strategies again, how often participants paused the video, time-on-task, quality of strategy usage, and commonly shared experiences. While there were no significant differences between groups on general measures of learning, when the scores of only those participants who crafted high quality products (notes or summaries) were compared, the Guided Notetaking group scored significantly higher than the Guided Summaries on factual learning. These results suggest that quality of strategy usage is a factor that should be included in research examining active learning strategies with educational videos. The Guided Notetaking group experienced significantly higher perceived extrinsic cognitive load than the other groups. Participants in the Personal Notetaking group reported significantly higher likelihood that they would use these strategies again compared to the other groups. Participants in the Guided Notetaking strategy paused the video significantly more often than participants in the other groups. Analysis of commonly shared subjective experiences indicated that Guided Notetaking was difficult for several reasons: matching of the video content with the notes, switching back and forth between the video and notes (which some perceived as detracting from their learning), and the constant pausing of the video this strategy required. Personal Notetaking was perceived as the easiest of the three strategies, only slightly easier than the Guided Summaries. Suggestions for implementation of strategies, future research, and production of educational videos are also provided