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Journal articles on the topic 'Digital video'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Bartolomé-Pina, Antonio-Ramón. "Digital video." Comunicar 11, no. 21 (October 1, 2003): 39–47. http://dx.doi.org/10.3916/c21-2003-06.

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The author of this paper thinks that educational technology has to face year after year new resolves and proposals from new technologies. Nowadays, the new challenge is called digital video which perhaps for most people is just a new technique for a traditional process. But a lot of persons, including the author, think that this new technology must be studied in depth in order to find out some of its applications in the educational environment. La tecnología educativa, en tanto que preocupada por el uso de los medios tecnológicos en educación, debe enfrentarse cada año a nuevas soluciones y recursos basados en la tecnología. Desde hace unos pocos años se ha comenzado a hablar de vídeo digital. Para algunos es sólo un proceso técnico que se aplica a un medio conocido, para otros es algo más. Este artículo trata de profundizar en algunas ideas clave en relación al vídeo digital así como mostrar algunas aplicaciones que muestran su potencial de uso educativo.

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Johnson, Don, and Mike Johnson. "Digital Video." Clinical Orthopaedics and Related Research 421 (April 2004): 17–24. http://dx.doi.org/10.1097/01.blo.0000126868.90079.61.

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Abate, Joseph A., and Terry Reynolds. "Digital Video." Journal of Diagnostic Medical Sonography 10, no. 5 (September 1994): 253–56. http://dx.doi.org/10.1177/875647939401000502.

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Jurgen, R. K. "Digital video." IEEE Spectrum 29, no. 3 (March 1992): 24–30. http://dx.doi.org/10.1109/6.123322.

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Maddux, Brian N., and David E. Riley. "Digital Video." Movement Disorders 18, no. 5 (April 24, 2003): 602. http://dx.doi.org/10.1002/mds.10373.

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Tiernan, Peter. "Exploring Digital Literacy: How Do Undergraduate Students Evaluate Digital Video for Inclusion in Assignment Work?" Digital Education Review, no. 40 (December 27, 2021): 110–21. http://dx.doi.org/10.1344/der.2021.40.110-121.

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This paper investigates how students evaluate online video for use in assignment work, in order to understand digital literacy with online video in practice. Students sourced content for a written assignment using a customised video retrieval system (VRS), and reflected on their choice of videos. The study examines the key areas influencing the use and evaluation of online video for assignments such as digital literacy, the learning value of video, strategies for integrating video, and the key features of VRSs. This paper examines students' experiences using online video for assignment work and pays particular attention to their evolution of video content and their reasons for selecting videos. Findings show that students select video based on its relevance to their existing knowledge, ability to develop their arguments, and on the source and quality of content. Students display key elements of digital literacy when provided with an authentic task, and the appropriate tools and content to accomplish this. The work also presents a series of recommendations and considerations for future work in the area.

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Yu, Xinguo, Wan Ding, Zhizhong Zeng, and Hon Wai Leong. "Reading Digital Video Clocks." International Journal of Pattern Recognition and Artificial Intelligence 29, no. 04 (May 20, 2015): 1555006. http://dx.doi.org/10.1142/s021800141555006x.

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This paper presents an algorithm for reading digital video clocks reliably and quickly. Reading digital clocks from videos is difficult due to the challenges such as color variety, font diversity, noise, and low resolution. The proposed algorithm overcomes these challenges by using the novel methods derived from the domain knowledge. This algorithm first localizes the digits of a digital video clock and then recognizes the digits representing the time of digital video clock. It is a robust three-step algorithm. The first step is an efficient procedure that directly identifies the region of the second digit at a very low computational cost, which replaces the traditional tedious image processing procedure of identifying the second digit region. The success of the first step mainly leverages on the novel second-pixel periodicity method. Using the acquired second digit region as input, the second step is a clock digit localization procedure. It first acquires the colors of the digits of the digital video clock and performs the color conversion. Then it localizes the remaining clock digits. Finally, the last step is a clock digit recognition procedure. It first employs an enhanced digit-sequence recognition method to robustly recognize the digits on the second; it then adopts a deep learning procedure to recognize the remaining digits. The proposed algorithm is tested on a prepared benchmark of 1000 videos that is publicly available and the experimental results show that it can read digital video clocks with a 100% accuracy at a low computational cost.

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H. Hendi, Sajjad, Karim Q. Hussein, and Hazeem B. Taher. "Digital Video Summarization: A Survey." International Journal of Innovative Computing 13, no. 1-2 (September 13, 2023): 67–71. http://dx.doi.org/10.11113/ijic.v13n1-2.421.

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Video summarization has arisen as a method that can help with efficient storage, rapid browsing, indexing, fast retrieval, and quick sharing of the material. The amount of video data created has grown exponentially over time. Huge amounts of video are produced continuously by a large number of cameras. Processing these massive amounts of video requires a lot of time, labor, and hardware storage. In this situation, a video summary is crucial. The architecture of video summarization demonstrates how a lengthy film may be broken down into shorter, story-like segments. Numerous sorts of studies have been conducted in the past and continue now. As a result, several approaches and methods—from traditional computer vision to more modern deep learning approaches—have been offered by academics. However, several issues make video summarization difficult, including computational hardware, complexity, and a lack of datasets. Many researchers have recently concentrated their research efforts on developing efficient methods for extracting relevant information from videos. Given that data is gathered constantly, seven days a week, this study area is crucial for the advancement of video surveillance systems that need a lot of storage capacity and intricate data processing. To make data analysis easier, make it easier to store information, and make it easier to access the video at any time, a summary of video data is necessary for these systems. In this paper, methods for creating static or dynamic summaries from videos are presented. The authors provide many approaches for each literary form. The authors have spoken about some features that are utilized to create video summaries.

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Wang, Wei Hua. "The Design and Implementation of a Video Image Acquisition System Based on VFW." Applied Mechanics and Materials 380-384 (August 2013): 3787–90. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.3787.

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Along with the development of technologies on computer, electronic and communication, there are more and more applications of digital image acquisition and processing technology used in computer and portable systems, such as videophone, digital cameras, digital television, video monitoring, camera phones and video conferencing etc. Digitized image makes image digital transmit with high quality, which facilitates image retrieval, analysis, processing and storage. In applications such as video conferencing, it is a crucial premise to capture videos. So, in this paper, we mainly introduce the video capture technology by exploiting the VFM video services library developed by Microsoft. Software based on VFW can directly capture digital videos or digitize the traditional analog videos and then clipping them.

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Julianingsih, Denok, and Endang Krisnawati. "Efektivitas Video Digital Storytelling terhadap Hasil Belajar Siswa Kelas X Materi Trigonometri." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 4, no. 1 (January 20, 2020): 129. http://dx.doi.org/10.31331/medivesveteran.v4i1.975.

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Penelitian ini bertujuan untuk mengetahui: 1) perbedaan hasil belajar siswa yang diajar menggunakan video Digital Storytelling dengan siswa yang diajar tanpa menggunakan video Digital Storytelling, 2) efektivitas penggunaan video Digital Storytelling terhadap hasil belajar siswa. Penelitian ini dilakukan di SMA Muhammadiyah 4 pada siswa kelas X. Penelitian ini merupakan penelitian eksperimen dengan teknik probability sampling. Desain pada penelitian ini menggunakan model pretest - posttest control group design. Pengumpulan data dengan menggunakan soal pretest dan posttest menggunakan skor pretest dan skor posttest. Teknik analisa data yang digunakan menggunakan analisis deskriptif dan analisis inferensial. Hasil penelitian menunjukkan ada perbedaan rata-rata hasil belajar siswa yang diajar menggunakan video Digital Storytelling dengan siswa yang diajar tanpa menggunakan video Digital Storytelling. Perbedaan rata-rata hasil belajar antara post-test eksperimen dengan post-test kontrol dari hasil uji Independent Sample Test tersebut adalah 8.67778 sehingga media Digital Storytelling efektif digunakan dalam pembelajaran trigonometri. Penggunaan video Digital Storytellling terbukti efektif digunakan pada pembelajaran trigonometri karena berdasarkan hasil uji independent sample test menunjukkan dapat meningkatkan hasil belajar siswa. Kata kunci: media pembelajaran, video digital storytelling, hasil belajar. ABSTRACT This study aims to determine: 1) differences in student learning outcomes taught using Digital Storytelling videos and students taught without using Digital Storytelling videos, 2) the effectiveness of using Digital Storytelling videos on student learning outcomes. This research was conducted at Muhammadiyah 4 High School in class X students. This study was an experimental study with sampling using probability sampling techniques. The design in this study used a pretest - posttest control group design model. Data collection using pretest scores and posttest scores. The data analysis technique used is descriptive analysis and inferential analysis. The results showed there were differences in the average learning outcomes of students who were taught using Digital Storytelling videos with students who were taught without using Digital Storytelling videos. The difference in average learning outcomes is 8.67778 so that the Digital Storytelling media is effectively used in trigonometric learning. Keywords: learning media, digital video storytelling, learning outcomes.

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Fabiszak, Maciej. "Digital fingerprint." Issues of forensic science, no. 319 (2023): 25–30. http://dx.doi.org/10.34836/pk.2023.319.3.

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Based on the example of activities performed in the Forensic Laboratory of the Police Headquarters in Szczecin in the case of the Central Police Investigation Bureau, the article presents the issue related to the possibility of obtaining investigation material for fingerprint examination in the form of graphic files and video files secured from smartphones with images of fingers and hands. Due to the high quality of a photograph and a single frame from a video, it was possible to positively identify the person, which made it possible to largely substantiate the person’s involvement in the criminal act. The widespread access to smartphones that enable taking and sharing high-quality graphic files, as well as a huge number of photographs and videos shared on the Internet, with increasing frequency, in combination with simple tools for processing video frames and unsophisticated procedures for rescaling traces in AFIS, make a new form of obtaining material for fingerprint identification in the form of a digital fingerprint, and may become more significant.

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12

Lessick, Susan. "SURA/ViDe Digital Video Workshop: A Summary." Library Hi Tech News 21, no. 5 (June 2004): 12–13. http://dx.doi.org/10.1108/07419050410546338.

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13

Saugmann Andersen, Rune. "Video, algorithms and security: How digital video platforms produce post-sovereign security articulations." Security Dialogue 48, no. 4 (July 10, 2017): 354–72. http://dx.doi.org/10.1177/0967010617709875.

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Digital videos increasingly sustain new and older imagined communities (and enmities), and make battlefields, unfolding terror plots and emergencies public. Yet digital videos mediate security articulations following logics that are radically different from those of journalistically edited media, with consequences for how we should think of security articulation in new visual media. This article analyses how, in digital video, the combination of visible facts and the remediation logics of algorithmically governed video platforms – such as YouTube and Facebook – allow for new types of security articulations. It argues that digital video can be understood as a semiotic composite where the material semiotics of media technologies, calculated publics and spectators combines with the political semiotics of audio-visual media to condition how video articulations work as political agency. A powerful video-mediated security articulation, the #neda videos from the 2009 Iranian post-election crisis, illustrates how security articulation in digital video is not tied to the authority of a speaker and does not contain the promise of an immediate, illocutionary security effect. Drawing on securitization theory and Butler’s critique of speech act theory, this article understands such video articulations as post-sovereign security articulations.

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Slater, David H. "Digital Video Archive." Anthropology News 58, no. 5 (September 2017): e286-e291. http://dx.doi.org/10.1111/an.596.

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Jun Xin, Chia-Wen Lin, and Ming-Ting Sun. "Digital Video Transcoding." Proceedings of the IEEE 93, no. 1 (January 2005): 84–97. http://dx.doi.org/10.1109/jproc.2004.839620.

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Kashishian, Neil, and Grant Dickson. "Digital Video Surveying." Journal of Maps 3, no. 1 (January 2007): 46–54. http://dx.doi.org/10.1080/jom.2007.9710826.

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17

Yesselman, Jay. "Digital Interactive Video." Information Strategy: The Executive's Journal 13, no. 3 (March 1997): 40–46. http://dx.doi.org/10.1080/07438613.1997.10744568.

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18

Langendorf, Richard. "Interactive digital video." Computers, Environment and Urban Systems 15, no. 1-2 (January 1991): 84. http://dx.doi.org/10.1016/0198-9715(91)90089-v.

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19

Reimers, U. "Digital video broadcasting." IEEE Communications Magazine 36, no. 6 (June 1998): 104–10. http://dx.doi.org/10.1109/35.685371.

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20

Chaudhury, Santanu, Gaurav Garg, and Pramod Kumar Sharma. "Digital Video Revisited." IETE Technical Review 20, no. 4 (July 2003): 309–18. http://dx.doi.org/10.1080/02564602.2003.11417088.

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21

Umemoto, M., Y. Eto, and T. Fukinuki. "Digital video recording." Proceedings of the IEEE 83, no. 7 (July 1995): 1044–54. http://dx.doi.org/10.1109/5.390122.

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22

Uytterhoeven, G. "Digital video processing." Journal of Computational and Applied Mathematics 66, no. 1-2 (January 1996): N5—N6. http://dx.doi.org/10.1016/0377-0427(96)80474-2.

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23

Jegaveerapandian, Liba Manopriya, Arockia Jansi Rani, Prakash Periyaswamy, and Sakthivel Velusamy. "A survey on passive digital video forgery detection techniques." International Journal of Electrical and Computer Engineering (IJECE) 13, no. 6 (December 1, 2023): 6324. http://dx.doi.org/10.11591/ijece.v13i6.pp6324-6334.

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Digital media devices such as smartphones, cameras, and notebooks are becoming increasingly popular. Through digital platforms such as Facebook, WhatsApp, Twitter, and others, people share digital images, videos, and audio in large quantities. Especially in a crime scene investigation, digital evidence plays a crucial role in a courtroom. Manipulating video content with high-quality software tools is easier, which helps fabricate video content more efficiently. It is therefore necessary to develop an authenticating method for detecting and verifying manipulated videos. The objective of this paper is to provide a comprehensive review of the passive methods for detecting video forgeries. This survey has the primary goal of studying and analyzing the existing passive techniques for detecting video forgeries. First, an overview of the basic information needed to understand video forgery detection is presented. Later, it provides an in-depth understanding of the techniques used in the spatial, temporal, and spatio-temporal domain analysis of videos, datasets used, and their limitations are reviewed. In the following sections, standard benchmark video forgery datasets and the generalized architecture for passive video forgery detection techniques are discussed in more depth. Finally, identifying loopholes in existing surveys so detecting forged videos much more effectively in the future are discussed.

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Kulkarni, Nishad P., Aditya A. Patil, and Dr M. A. Gangarde. "Time-Domain Video Watermarking Algorithm for Data Security and Content Authentication." International Journal for Research in Applied Science and Engineering Technology 11, no. 5 (May 31, 2023): 7485–95. http://dx.doi.org/10.22214/ijraset.2023.53489.

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Abstract: Video watermarking is an essential method employed to invisibly and reliably incorporate information into digital videos. Its primary purposes include copyright protection, content authentication, and ownership verification. With the increasing prevalence of digital media and the ease of video sharing online, safeguarding intellectual property rights and ensuring video content integrity have become crucial. Video watermarking is an essential method employed to invisibly and reliably incorporate information into digital videos. Its primary purposes include copyright protection, content authentication, and ownership verification. With the increasing prevalence of digital media and the ease of video sharing online, safeguarding intellectual property rights and ensuring video content integrity have become crucial. Robustness is a crucial aspect of video watermarking, as watermarked videos may be subjected to various attacks or modifications. Robust video watermarking techniques employ error correction codes, spread spectrum modulation, or cryptographic algorithms to ensure the resilience of watermarks against attacks such as compression, filtering, and geometric transformations. Various aspects and performance characteristics must be taken into account while developing an algorithm. It is necessary to evaluate performance indicators like NCC, PSNR, BER, WER, SSIM, VIFP, VMAF, and many more.

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Ohipeni, Edwin Angmor Kofi. "A Survey of Video Steganography Algorithms." Advances in Multidisciplinary and scientific Research Journal Publication 10, no. 4 (November 30, 2022): 61–64. http://dx.doi.org/10.22624/aims/digital/v10n4p8.

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The need for data encryption has become more important than ever since the appearance of the covid-19 virus which has led to the rate at which cybercrimes are committed to triple. Data is generally in the form of text, audio, video, and image. Over the years researchers have found a way to hide specific information to intended destinations in these data forms. The is called steganography and hiding secret information in video is known as video steganography. In this paper, a survey on some video steganography algorithms have been presented. Recommendations and direction for future works are also discussed in this paper. Keywords: Steganography, cover image, secret data, steganalysis, least significant bit (LSB), motion picture expart group (MPEG), high embedding efficiency, embedding payload

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Chen, H. H., Chia-Kai Liang, Yu-Chun Peng, and Hung-An Chang. "Integration of Digital Stabilizer With Video Codec for Digital Video Cameras." IEEE Transactions on Circuits and Systems for Video Technology 17, no. 7 (July 2007): 801–13. http://dx.doi.org/10.1109/tcsvt.2007.897113.

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Hendriks, Benno H. W., Jean J. H. B. Schleipen, and Marco A. J. van As. "Single Digital Video Recording/Digital Versatile Disk objective and plastic Digital Video Recording objective." Japanese Journal of Applied Physics 41, Part 1, No. 3B (March 30, 2002): 1791–97. http://dx.doi.org/10.1143/jjap.41.1791.

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Regis, Carlos D. M., Raissa B. Rocha, Mylene C. Q. Farias, and Marcelo S. Alencar. "Objective and Subjective Evaluation of Spatially Transcoded Videos for Mobile Receivers." Journal of Communications Software and Systems 6, no. 2 (June 21, 2010): 49. http://dx.doi.org/10.24138/jcomss.v6i2.189.

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Digital television produces video signals with different bit rates, encoding formats, and spatial resolutions. To deliver video to users with different receivers, the content needs to be dynamically adapted. Transcoding devices convert video from one format into another. The reception of digital videos using mobile receivers, implies that the spatial resolution of the video must be adjusted to fit the small display. This paper presents subjective and objective quality analysis of spatially transcoded videos. Transcoding algorithms that downsample the video frames using the moving average, median, mode, weighted average and sigma filters are considered.

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Alfian, Alfiansyah Imanda Putra, Rusydi Umar, and Abdul Fadlil. "Penerapan Metode Localization Tampering dan Hashing untuk Deteksi Rekayasa Video Digital." Jurnal RESTI (Rekayasa Sistem dan Teknologi Informasi) 5, no. 2 (April 29, 2021): 400–406. http://dx.doi.org/10.29207/resti.v5i2.3015.

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The development of digital video technology which is increasingly advanced makes digital video engineering crimes prone to occur. The change in digital video has changed information communication, and it is easy to use in digital crime. One way to solve this digital crime case is to use the NIST (National Institute of Standards and Technology) method for video forensics. The initial stage is carried out by collecting data and carrying out the process of extracting the collected results. A local hash and noise algorithm can then be used to analyze the resulting results, which will detect any digital video interference or manipulation at each video frame, and perform hash analysis to detect the authenticity of the video. In digital video engineering, histogram analysis can be performed by calculating the histogram value metric, which is used to compare the histogram values of the original video and video noise and make graphical comparisons. The results of the difference in frame analysis show that the results of the video show that the 2nd to 7th frames experience an attack while the histogram calculation of the original video centroid value and video tampering results in different values in the third frame, namely with a value of 124.318 and the 7th frame of the video experiencing a difference in the value of 105,966 videos. tampering and 107,456 in the original video. Hash analysis on video tampering results in an invalid SHA-1 hash, this can prove that the video has been manipulated.

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Nazar, Rahma, and Shahd Abdulrhman Hasso. "A Review for Video Authentication and Integrity." Technium: Romanian Journal of Applied Sciences and Technology 4, no. 8 (August 24, 2022): 18–22. http://dx.doi.org/10.47577/technium.v4i8.7210.

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In daily life, digital video authentication is a crucial problem. Digital videos may be recorded or captured by many different devices, and these can all be sent through the internet and other unsecured means. Due to the advancement of video editing tools, there is an issue with the editing or changing of digital video without authorization. There are many different methods and techniques, which are suggested for overcoming these problems. Digital video is the fundamental of surveillance system. However, it is easy to be modified by threats that may decrease drastically the trust of surveillance system. The techniques used for video authentication by various authors are discussed in this study.

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Widati, Alfa Akustia, Fatiha Khairunnisa, Satya Candra Wibawa Sakti, Ganden Supriyanto, Mochamad Zakki Fahmi, Imam Siswanto, Hartati Hartati, and Ali Rohman. "Pemanfaatan Teknologi Digital sebagai Media Pembelajaran untuk Guru SMA-SMP Muhammadiyah Gresik." Bubungan Tinggi: Jurnal Pengabdian Masyarakat 5, no. 2 (May 16, 2023): 679. http://dx.doi.org/10.20527/btjpm.v5i2.6873.

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Guru mempunyai kewajiban besar memastikan anak didik memahami materi pelajaran. Namun, waktu belajar di kelas yang terbatas dan beragamnya kemampuan siswa menyebabkan metode pembelajaran tatap muka di kelas menjadi kurang efektif dalam meningkatkan pemahaman siswa. Tantangan dunia pendidikan menuntut guru harus memiliki kompetensi penguasaan teknologi digital. Video pembelajaran yang disajikan secara virtual adalah salah satu metode pembelajaran efektif untuk siswa. Oleh karena itu, guru seyogyanya memiliki kemampuan membuat video digital secara mandiri. Pengenalan jenis teknologi digital, instalasi dan penggunaan aplikasi pembuatan video telah dilakukan ke 45 orang Guru SMP-SMA Muhammadiyah Gresik pada tanggal 21 Juni 2022 untuk meningkatkan kompetensi guru terhadap pemanfaatan teknologi digital dalam pembelajaran. Metode pelaksanaan kegiatan meliputi pemberian materi oleh tenaga ahli, praktik peserta didampingi oleh mentor, dan pembuatan video secara mandiri. Berdasar hasil analisis nilai pre-test dan post-test saat kegiatan, terdapat peningkatan nilai peserta dari sebelum pelatihan (pre-test) adalah 76,8 dan setelah mengikuti pelatihan (post-test), nilai peserta menjadi 97,2. Peserta mendapatkan peningkatan pemahaman dalam membuat video pembelajaran yang ditunjukkan dengan hasil karya video pembelajaran yang dibuat secara individu oleh peserta. Video pembelajaran yang dihasilkan peserta juga telah memenuhi kriteria video digital yang baik. Data evaluasi kegiatan menunjukkan workshop ini diperlukan dan tepat sasaran untuk pengembangan profesional khususnya Guru SMP-SMA Muhammadiyah Gresik. Konsep kegiatan juga sesuai untuk menyelesaikan permasalahan yang ada di pendidikan tingkat SMP-SMA. Dengan demikian, pelatihan ini berhasil meningkatkan kompetensi peserta tentang penggunaan video dan teknologi digital sebagai salah satu inovasi pembelajaran.Teachers are responsible for ensuring students catch on to the subject matter. However, the limited study time in class and students' varying abilities cause face-to-face learning methods to be less effective in increasing student understanding. The global challenge of education demands teachers become competent in digital mastering technology. Learning videos that are presented virtually are an effective learning method for students. Consequently, teachers should have the ability to make digital videos independently. This study introduced digital technology types, installation, and video-making applications for teachers in Muhammadiyah's junior and senior high schools in Gresik (SMP-SMA Muhammadiyah Gresik) on June 21, 2022, increasing teacher competency in using digital technology in learning. The implementation method includes providing material by experts, having participants practice accompanied by mentors, and making videos independently. Based on the analysis of the pre-test and post-test scores during the activity, there was an increase in the participant's score from before the training (pre-test), which was 76.8. After participating in the training (post-test), the participant scored 97.2. Participants gain an increased understanding of making learning videos, as shown by the results of learning videos made individually by participants. The learning videos produced by the participants also met the criteria for good digital videos. Activity evaluation data show that this workshop is necessary and right on target for professional development, especially for SMP-SMA Muhammadiyah Gresik Teachers. The activity concept is also suitable for solving problems in junior high school level education. Thus, this training succeeded in increasing the competence of participants regarding the use of video and digital technology as one of the learning innovations.

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Akhtar, Naheed, Mubbashar Saddique, Khurshid Asghar, Usama Ijaz Bajwa, Muhammad Hussain, and Zulfiqar Habib. "Digital Video Tampering Detection and Localization: Review, Representations, Challenges and Algorithm." Mathematics 10, no. 2 (January 6, 2022): 168. http://dx.doi.org/10.3390/math10020168.

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Digital videos are now low-cost, easy to capture and easy to share on social media due to the common feature of video recording in smart phones and digital devices. However, with the advancement of video editing tools, videos can be tampered (forged) easily for propaganda or to gain illegal advantages—ultimately, the authenticity of videos shared on social media cannot be taken for granted. Over the years, significant research has been devoted to developing new techniques for detecting different types of video tampering. In this paper, we offer a detailed review of existing passive video tampering detection techniques in a systematic way. The answers to research questions prepared for this study are also elaborated. The state-of-the-art research work is analyzed extensively, highlighting the pros and cons and commonly used datasets. Limitations of existing video forensic algorithms are discussed, and we conclude with research challenges and future directions.

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Wijanarko, Anas Aditya, Ridwan Ridwan, and Aliyth Prakarsa. "Peran Digital Forensik dalam Pembuktian Tempus Delicti Sebagai Upaya Pertanggungjawaban Pidana Pelaku Pembuat Video Pornografi." PAMPAS: Journal of Criminal Law 2, no. 2 (October 22, 2021): 68–88. http://dx.doi.org/10.22437/pampas.v2i2.14771.

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This article aims to discuss the role of digital forensics in proving tempus delicti as an effort to criminal liability for the makers of pornographic video (case study: vina garut video. The role of digital forensics is used in the recent case of pornographic content, namely the Vina Garut video case. This case is a case of immoral videos showing pornographic scenes between several men and a woman, there are at least two videos of Vina Garut that are spread on social media and this makes the Garut Resort Police immediately move to investigate this case. This type of research is empirical juridical. The result of this study lead to the conclusion that based on the results of digital forensic tests, criminal liability should be imposed on the perpetrator of pornographic videos in this Vina Garut video case, namely against female perpetrators in this case with the initials PA can be categorized as victims while against other perpetrators with initials W and D are subject to Article 37 in conjunction with Article 11 of the Pornography Law, this is because the digital forensic results of the PA can still be categorized as victims. ABSTRAK Penelitian ini bertujuan untuk untuk membahas tentang peran digital forensik dalam pembuktian tempus delicti sebagai upaya pertanggungjawaban pidana pelaku pembuat video pornografi (studi kasus: video vina garut). Peran digital forensic digunakan dalam kasus konten pornografi yang belum lama ini terjadi yaitu kasus video Vina Garut. Kasus ini merupakan kasus video asusila yang memperlihatkan adegan bermuatan pornografi antara beberapa pria dengan seorang wanita, setidaknya terdapat dua video Vina Garut yang tersebar di media sosial dan hal tersebut membuat Kepolisian Resor Garut langsung bergerak menyelidiki kasus ini. Tipe penelitian ini adalah penelitian yuridis empiris. Hasil Penelitian ini menghasilkan kesimpulan bahwa berdasarkan hasil uji digital forensik maka seharusnya pertanggungjawaban pidana yang dikenakan terhadap para pelaku pembuat video pornografi dalam kasus video Vina Garut ini yaitu terhadap pelaku wanita dalam kasus ini dengan inisial PA dapat dikategorikan sebagai korban sedangkan terhadap para pelaku lain dengan inisial W dan D dikenakan Pasal 37 juncto Pasal 11 Undang-Undang Pornografi hal ini dikarenakan berdasarkan hasil digital forensik PA masih dapat dikategorikan sebagai korban.

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Noraida Haji Ali and Fadilah Harun. "Video Structure Extraction using Shot Boundary Detection for Forgery Detection." Journal of Advanced Research in Applied Sciences and Engineering Technology 34, no. 2 (December 2, 2023): 187–94. http://dx.doi.org/10.37934/araset.34.2.187194.

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In the digital era, video and pictures are perceived as more reliable than words. Considering the popularity of the internet, forging digital videos is probably nothing new. The recording, archiving, and sharing images and videos on media platforms are frequently done with mobile phones and digital cameras. Additionally, anyone may easily adjust or edit an image because of the availability of software editors. Technology and technological advancements have made video authentication detection a prevalent issue. As a result, digital recordings are being used as visual evidence in many susceptible domains, including media, politics, civil or criminal trials, and military and intelligence activities. Digital videos are an essential source of information with a high degree of evidence, but they may also be easily manipulated on purpose. As a result, in situations where reliance on video evidence is required, it is crucial to authenticate the contents of the video evidence before accepting it as an accurate picture of reality. This research focuses on several strategies for detecting shot boundaries to determine whether video content has been altered or tampered with. Although shot boundary detection is difficult, it is commonly used in structured video because these techniques can detect changes brought on by a regular shot change rate. In the meantime, this research will provide a novel shot boundary detection-based video authentication algorithm essential for developing practical tools to evaluate the video's authenticity based on its fundamental structure.

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Noerwidi, Sofwan. "Video Digital Untuk Arkeologi." Berkala Arkeologi 26, no. 2 (November 11, 2006): 13–26. http://dx.doi.org/10.30883/jba.v26i2.931.

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Dokumen penelitian berupa audio-visual sebagai salah satu bentuk dokumentasi penelitian, sampai saat ini belum banyak mendapat perhatian yang serius. Padahal sumber-sumber tersebut merupakan bahan yang sangat potensial untuk mempublikasikan arkeologi kepada masyarakat luas. Tulisan ini secara khusus akan membahas dokumen audio-visual beserta keluarannya dalam bentuk video digital documenter kearkeologian. Pada instansi Balai Arkeologi Yogyakarta, bentuk publikasi semacam ini merupakan produk yang keluarannya diusahakan secara rutin pada setiap akhir penelitian serta pada peristiwa-peristiwa penting lainnya yang berkenaan dengan sumberdaya arkeologi.

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Snyder, M. S. "Serial digital video boards." IEEE Potentials 18, no. 2 (1999): 20–23. http://dx.doi.org/10.1109/45.755848.

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Laven, Philip. "Digital Video Broadcasting Project." International Journal of Digital Television 4, no. 3 (September 1, 2013): 331–39. http://dx.doi.org/10.1386/jdtv.4.3.331_7.

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Wood, David. "Digital Video Broadcasting Report." SMPTE Motion Imaging Journal 124, no. 6 (September 2015): 42–45. http://dx.doi.org/10.5594/j18592.

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Bernosky, Philip J., and Paul G. Salazar. "Digital Video Signal Transcoding." SMPTE Journal 99, no. 7 (July 1990): 554–58. http://dx.doi.org/10.5594/j03834.

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Finck, Konrad. "Testing Digital Video Signals." SMPTE Journal 105, no. 2 (February 1996): 77–82. http://dx.doi.org/10.5594/j04668.

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Smith, Todd, Anthony Ruocco, and Bernard Jansen. "Digital video in education." ACM SIGCSE Bulletin 31, no. 1 (March 1999): 122–26. http://dx.doi.org/10.1145/384266.299715.

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Christel, M., T. Kanade, M. Mauldin, R. Reddy, M. Sirbu, S. Stevens, and H. Wactlar. "Informedia Digital Video Library." Communications of the ACM 38, no. 4 (April 1995): 57–58. http://dx.doi.org/10.1145/205323.205337.

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Hamalainen, J. "Video recording goes digital." IEEE Spectrum 32, no. 4 (April 1995): 76–79. http://dx.doi.org/10.1109/6.376006.

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Patterson, Nicholas, Madeleine Schultz, Guy Wood-Bradley, Elicia Lanham, and Chie Adachi. "Going digital to enhance the learning of undergraduate students." Journal of University Teaching and Learning Practice 17, no. 3 (July 1, 2020): 70–85. http://dx.doi.org/10.53761/1.17.3.6.

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The aim of this study was to investigate which of three types of video resources, and which additional resources, were preferred by Information Technology (IT) students for learning and exam preparation. We offered three types of video learning resources to support the delivery of a first year undergraduate IT course. We collated quantitative data on engagement with each video resource through the Learning Management System, drew further insights from an online survey of the students and combined this with data obtained from an institutional student evaluation survey. Whilst there has been much research conducted about the use of video lectures and other online resources, there has been little research conducted specifically with IT students to determine their preferences when selecting learning resources. We report the preferences of IT undergraduate students when provided with a selection of video learning materials, how the resources were used and their perceived learning value. This study not only offers a set of considerations and recommendations for the design of learning materials for IT students, but also for digital learning in higher-education more generally. Short premium videos were watched many more times than full lectures, and 85% of students agreed that short premium videos were more beneficial and effective than longer, lower quality lecture recordings for their learning. The students’ self-assessed video attention span varied greatly, with a mean of 10 minutes. Students perceived that short premium videos helped them to retain knowledge. However, the perceived most useful resource overall was the lecture slides.

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Nishida, Yukihiro. "Digital Interface. (9). Digital Video Interface. (1)." Journal of the Institute of Image Information and Television Engineers 51, no. 9 (1997): 1397–403. http://dx.doi.org/10.3169/itej.51.1397.

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Nakada, Yasumasa, and Tsutomu Shimizu. "Digital Interface. (10). Digital Video Interface. (2)." Journal of the Institute of Image Information and Television Engineers 51, no. 10 (1997): 1626–34. http://dx.doi.org/10.3169/itej.51.1626.

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E, Arun, Deepak S, Prakash T, and K. Ashok kumar. "Video Forgery Detection with Deep Learning Using RESNET and CNN Algorithm." International Research Journal of Computer Science 11, no. 04 (April 5, 2024): 234–41. http://dx.doi.org/10.26562/irjcs.2024.v1104.17.

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Video forgery is continuously increasing in the digital world due to breaches of information security, consequently establishing a scenario for image and video content monitoring for forgery identification. The spread of fake videos raises security risks and anarchy in society. The reason for video forgery is to the augmentation in the malware, which has facilitated user (anyone) to upload, download, or share objects online comprising audio, images, or video. With the development of technology and ease of creation of fake content, the manipulation of media is carried out on a large scale in recent times. Video forgery detection has applications in media science, forensic analysis, digital investigations, and authenticity verification of a video. The purpose of video forensic technology is to extract features to distinguish fake content frames from original videos.

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Shah, Chirag. "Mining Contextual Information for Ephemeral Digital Video Preservation." International Journal of Digital Curation 4, no. 1 (June 29, 2009): 175–92. http://dx.doi.org/10.2218/ijdc.v4i1.87.

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For centuries the archival community has understood and practiced the art of adding contextual information while preserving an artifact. The question now is how these practices can be transferred to the digital domain. With the growing expansion of production and consumption of digital objects (documents, audio, video, etc.) it has become essential to identify and study issues related to their representation. A curator in the digital realm may be said to have the same responsibilities as one in a traditional archival domain. However, with the mass production and spread of digital objects, it may be difficult to do all the work manually. In the present article this problem is considered in the area of digital video preservation. We show how this problem can be formulated and propose a framework for capturing contextual information for ephemeral digital video preservation. This proposal is realized in a system called ContextMiner, which allows us to cater to a digital curator's needs with its four components: digital video curation, collection visualization, browsing interfaces, and video harvesting and monitoring. While the issues and systems described here are geared toward digital videos, they can easily be applied to other kinds of digital objects.

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Sumardi, Sumardi, Rohmatul ‘Adzima, and Andik Nur Wijaya. "Digital Video Project: An Authentic Assessment to Assess Students’ Speaking Skills." Indonesian Journal of EFL and Linguistics 5, no. 1 (May 28, 2020): 57. http://dx.doi.org/10.21462/ijefl.v5i1.217.

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This study was conducted to explore the use of digital video projects and to describe students' perceptions towards digital video project in the speaking assessment. The recorded students' speaking performances were assessed based on a speaking rubric that was adopted and modified to meet the requirements in authentic assessment using digital video projects. The criteria focused on three aspects, they are content, delivery, and creativity. This research involved 25 private university students from non-English departments who joined the English course at Universitas Slamet Riyadi Surakarta. The study utilized a content analysis method with a qualitative approach. The data were collected through the analysis of students' speaking rubric to explore the use of digital video project in speaking assessment and open-ended questionnaire to know the students' perception towards digital video project in the speaking assessment. In completing the project, the students follow four steps: starting the project, developing the project, reporting to the class, and assessing the project. The findings showed that digital video project helps learners to improve their ability to create a right introduction, keep their voice volume and expression, and promote their creativity to make interesting videos. The implication of the research is by employing the digital video project they create, students learn to speak and explore their ideas.

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Kristiana, Uning, Alfirna Rizqi Lahitani, Chanief Budi Setiawan, and Nafisa Alfi Sa'diya. "Analisis Forensik Digital Pada Komentar Youtube Live Menggunakan Sentiment Analysis." Teknomatika: Jurnal Informatika dan Komputer 15, no. 1 (May 27, 2023): 23–27. http://dx.doi.org/10.30989/teknomatika.v15i1.1115.

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The development of increasingly sophisticated technology can have a positive influence on various aspects of our daily lives. From the survey results of the Indonesian Internet Services Association (APJII) in the second quarter of 2019-2020, it shows that Internet users of the operator spend more time watching online videos. Youtube video content watching is open to the public and all ages can freely watch it. However, the content and comments are not necessarily suitable for audiences of all ages to read. Of course, Youtube video content can also affect behavior, especially minors.The purpose of this research is to conduct digital forensic analysis on Youtube Live Comments using sentiment analysis.The research method used applies the NIST SP 800-86 method, namely Collection, Examination, Analysis, and Reporting. Sentiment analysis resulted in 0.01 in the comments on the two videos tested, namely the PUBG and Free Fire video games. Sentiment analysis resulted in 0.01 in the comments on the two videos tested, namely the PUBG and Free Fire video games.

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