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Journal articles on the topic 'Interactive video'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Desai, T. S., and D. C. Kulkarni. "Assessment of Interactive Video to Enhance Learning Experience: A Case Study." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 74–80. http://dx.doi.org/10.16920/jeet/2022/v35is1/22011.

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In modern STEM classrooms, video learning holds an important place, since it offers flexibility of time, place and content. But a lot of improvement is needed to enhance the learning experience because conventional video lecture lacks interaction that is indispensable component of teaching – learning process. Interactive video is highly recommended to resolve this issue as it allows proactive and random access to video content and promotes learner – content interactivity by inserting interactive elements. Interactive kind of video facilitates students’ engagement and active learning through incorporated interactive components. Present study employed two settings: learning using demonstrative video and learning using interactive video. It is observed that, students’ performance enhanced significantly in the post video quiz of interactive video and thus interactive video leads to better learners’ satisfaction. A study was carried out with 240 number of first year Engineering students for the course of Applied Physics. We collected data from post- video quiz performance and feedback from the students. The grades obtained by the students in post-video quiz for demonstrative and interactive videos were compared. For the interactive type of videos, the average marks scored were 82.79% and for demonstrative type of videos, average marks obtained were of 64.41%. This study brings forth superiority of interactive video over linear, demonstrative video as it offers enhancement of the level of conceptual understanding and attainment of desired learning outcomes through the management of cognitive and germane load by enhancing students’ engagement through active learning. Keywords—cognitive load; demonstrative video; germane load; interactive video; Learning Design; learning outcomes.

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Wilson, Stephen, and Eric Parsloe. "Interactive Video." Leonardo 20, no. 1 (1987): 97. http://dx.doi.org/10.2307/1578222.

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Cline, William J. "Interactive Video." IALLT Journal of Language Learning Technologies 24, no. 3 (October 15, 1991): 25–36. http://dx.doi.org/10.17161/iallt.v24i3.9438.

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Interactive video is a rapidly growing technologywhich holds great promise for teachingforeign language and culture. Multimediacontextualization of the language and simulationsof typical cultural situations are powerfultools for language teachers and learners. Interactivevideo is often delivered with alternateworkstation designs: one with a single monitorto present simultaneous video and text, and onewith different monitors for video and computertext and graphics. This study investigates thepossibility that the workstation configurationsmight have a differential impact on studentperformance on a test of Spanish culture. Studentsin second semester college Spanish classesstudied five interactive video Spanish culturesimulations during the semester. Some studentsused a single monitor workstation and others adual monitor design. They were given pre- andpost-tests on Spanish culture and the resultswere analyzed for significant differences. Additionalfactors influencing workstation design(e.g., hardware and software costs, user friendliness)are also discussed.

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4

Boyce, Carol. "Interactive Video." Gifted Child Today Magazine 15, no. 5 (September 1992): 22–23. http://dx.doi.org/10.1177/107621759201500507.

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&NA;, &NA;. "INTERACTIVE VIDEO." AJN, American Journal of Nursing 92, no. 6 (June 1992): 76. http://dx.doi.org/10.1097/00000446-199206000-00038.

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Getz, Malcolm. "Interactive Video." Bottom Line 4, no. 4 (April 1991): 40–42. http://dx.doi.org/10.1108/eb025312.

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7

Stenzler, Michael K., and Richard R. Eckert. "Interactive video." ACM SIGCHI Bulletin 28, no. 2 (April 1996): 76–81. http://dx.doi.org/10.1145/226650.226676.

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8

Fishman, Dorothy J. "Interactive Video." Nurse Educator 10, no. 5 (September 1985): 6–7. http://dx.doi.org/10.1097/00006223-198509000-00005.

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9

Metzner, R. "Interactive video." Computers & Graphics 9, no. 2 (January 1985): 163–64. http://dx.doi.org/10.1016/0097-8493(85)90025-1.

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Dahlan, Mariani Mohd, Nuri Surina Abdul Halim, Noor Suhaida Kamarudin, and Fatanah Syazana Zuraine Ahmad. "Exploring interactive video learning: Techniques, applications, and pedagogical insights." International Journal of ADVANCED AND APPLIED SCIENCES 10, no. 12 (December 2023): 220–30. http://dx.doi.org/10.21833/ijaas.2023.12.024.

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Multimedia, interaction, and customized content make interactive video learning a popular and effective teaching tool. This pedagogical technique uses movies, animations, and graphics to create engaging and attractive instructional materials. Interactive aspects such as quizzes, simulations, and decision-making encourage active learning and critical thinking. Personalization is critical because it allows the educational process to be tailored to individual needs and preferences. This is done through adaptive learning systems and AI algorithms. This review examines interactive video-based learning methods, applications, and educational effects. This study examines how interactive video learning is impacting education in many sectors and locations. This technique allows students to view interactive videos at their convenience, accommodating different learning styles and schedules. The study also examines how interactive video-based learning affects knowledge, motivation, and participation in formal education and corporate training. This review analyzes existing studies and trends to assess the usefulness and future of interactive video learning in modern education. Interactivity, personalization, and multimedia help provide effective, learner-centered instruction. This study shows that interactive video learning can improve pedagogy and educational outcomes.

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11

Amalia, Siti, and Riza Agustina. "Students' Perceptions about the Use of Interactive Video and its Effect on Students' Learning Motivation at Elementary School." JIP Jurnal Ilmiah PGMI 8, no. 2 (January 1, 2022): 106–16. http://dx.doi.org/10.19109/jip.v8i2.14282.

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This study aims to describe students' perceptions of the use of interactive video and its effect on students in learning in grade 5 SDIT Elyaqien. This research method is quantitative. The population in this study were grade 5 students who had implemented learning using interactive video after the post-covid-19 normal era, with a total of 52 students for research and 40 respondents for instrument trials. Data collection techniques through observation, documentation, and questionnaires were tested for validity and reliability. Then it is analyzed using statistical descriptions to answer students' perceptions of using interactive videos. A simple regression analysis is used to respond to the effect of interactive videos on student motivation. The results showed that regarding students' perceptions of using interactive videos, 36 students (69.2%) were included in the good category, and 34 students (65.3%) were in the middle class for learning motivation when using interactive videos. The influence between the variables X and Y show that Fh = 14,353 is greater than Ft = 5.32, and the value of the regression coefficient is .972, which states that for every 1% addition in the use of interactive videos, student motivation increases by 0.505. The use of interactive video-based learning media positively impacts student motivation because it facilitates interaction between teachers and students. So that learning activities will be more effective and can support the deepening of teaching materials.

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12

Mardhiyana, Dewi, Ariesma Setyarum, and Amalia Fitri. "Penggunaan Video Interaktif Edpuzzle dalam Pembelajaran Matematika dan Bahasa pada Era Merdeka Belajar di SMP Al Fusha Kedungwuni." Bubungan Tinggi: Jurnal Pengabdian Masyarakat 4, no. 4 (December 30, 2022): 1671. http://dx.doi.org/10.20527/btjpm.v4i4.6139.

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Salah satu pembelajaran yang inovatif dan kreatif bisa dilakukan dengan menggunakan media pembelajaran yang menarik, seperti video interaktif. Edpuzzle adalah salah satu platform yang bisa membantu guru dalam melaksanakan pembelajaran melalui video yang bersifat interaktif antara guru dan siswa. Tujuan dari kegiatan pengabdian ini adalah pemanfaatan video interaktif edpuzzle dalam pembelajaran Matematika dan Bahasa sebagai inovasi pembelajaran untuk mengatasi rendahnya minat belajar siswa dan kurangnya literasi teknologi guru. Metode yang digunakan dalam pengabdian ini dengan memberikan pelatihan dan pendampingan. Kegiatan pengabdian ini diberikan kepada guru SMP Al Fusha Kedungwuni selama bulan Agustus 2021. Kegiatan pengabdian ini dirancang dalam beberapa tahap, yaitu perencanaan, pelaksanaan pelatihan, follow up hasil pelatihan, dan evaluasi. Pada perencanaan dilakukan penyusunan bahan sosialisasi, bahan pelatihan, dan soal pretest. Pada pelaksanaan pelatihan, kegiatan dimulai dengan pemberian soal pre-test, sosialisasi video interaktif edpuzzle, pelatihan penyusunan konten video pembelajaran, dan pelatihan pembuatan video interaktif edpuzzle. Hasil pre-test menunjukkan bahwa sebanyak 67% peserta sudah mengetahui video interaktif dan manfaat video interaktif. Namun, belum ada peserta yang pernah mendengar istilah edpuzzle. Oleh karena itu diperlukan pelatihan pembuatan video interaktif edpuzzle. Tahap selanjutnya, yaitu follow up hasil pelatihan, yang dilakukan dengan pendampingan penyusunan konten video pembelajaran dan pembuatan video pembelajaran serta pengeditan video dengan menggunakan edpuzzle. Tahap terakhir, yaitu evaluasi yang dilakukan denan pemberian post-test kepada peserta pelatihan. Hasil post-test menunjukkan bahwa 83% peserta mengetahui video interaktif dan manfaat video interaktif. Selain itu, 67% peserta juga bisa menjelaskan tentang edpuzzle, serta kegunaan dan fitur-fitur yang ada di dalam edpuzzle. Setelah kegiatan ini peserta sudah memiliki kemampuan untuk menyusun video interaktif dengan menggunakan edpuzzle.One innovative and creative learning can be done using interesting learning media, such as interactive videos. Edpuzzle is a platform that can help teachers carry out learning through interactive videos between teachers and students. This service activity's purpose is to use interactive edpuzzle videos in Mathematics and Language learning as a learning innovation to overcome the low interest in student learning and the lack of teacher technological literacy. The method used in this service is to provide training and mentoring. This service activity was given to teachers of SMP Al Fusha Kedungwuni in August 2021. This service activity was designed in several stages: planning, implementing training, following up on training results, and evaluating. In planning, the preparation of socialization materials, training materials, and pretest questions was carried out. In the implementation of the training, the activities began with giving pretest questions, socialization of interactive edpuzzle videos, training in the preparation of learning video content, and training on making interactive edpuzzle videos. The pretest results showed that as many as 67% of the participants already knew about interactive videos and the benefits of interactive videos. However, the participants had yet to hear of the term edpuzzle. Therefore, training in making interactive edpuzzle videos is needed. The next stage is the follow-up of the training results, which is carried out by preparing learning video content, making learning videos, and editing videos using edpuzzles. The last stage, namely the evaluation conducted by giving a post-test to the training participants. The post-test results showed that 83% of the participants knew about interactive videos and the benefits of interactive videos. In addition, 67% of participants were also able to explain the edpuzzle, as well as the uses and features of edpuzzle. After this activity, the participants can already compile interactive videos using edpuzzle.

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13

Hilterbran, Audra. "HapYak Interactive Video." CALICO Journal 32, no. 2 (February 23, 2015): 370–79. http://dx.doi.org/10.1558/cj.v32i2.26656.

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14

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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15

Okabe, Makoto, Keita Noda, Yoshinori Dobashi, and Ken Anjyo. "Interactive Video Completion." IEEE Computer Graphics and Applications 40, no. 1 (January 1, 2020): 127–39. http://dx.doi.org/10.1109/mcg.2019.2950176.

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16

Janik, Carol. "Interactive video advising." 3C ON-LINE 3, no. 1 (January 1996): 7. http://dx.doi.org/10.1145/218806.218808.

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17

Seabury, Brett A. "Interactive Video Programs." Computers in Human Services 9, no. 3-4 (May 7, 1993): 301–10. http://dx.doi.org/10.1300/j407v09n03_09.

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18

Wang, Jue, Pravin Bhat, R. Alex Colburn, Maneesh Agrawala, and Michael F. Cohen. "Interactive video cutout." ACM Transactions on Graphics 24, no. 3 (July 2005): 585–94. http://dx.doi.org/10.1145/1073204.1073233.

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19

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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20

Russell, James, and Dennis H. Sorge. "Implementing interactive video." Performance + Instruction 30, no. 9 (October 1991): 20–25. http://dx.doi.org/10.1002/pfi.4170300907.

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21

Miao, Ruomu, Juan Li, and Jiayin Gao. "Development Strategy of Internet Interactive Video under the Background of 5G Converged Media and Wireless Communication." Wireless Communications and Mobile Computing 2021 (November 9, 2021): 1–5. http://dx.doi.org/10.1155/2021/9502279.

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At this stage, the promotion of 5G network has a positive basic value for the development of Internet interactive video. With the arrival of 5G era and the vigorous development of wireless communication technology, the trend of media convergence is more and more intense. The innovation of emerging technology and communication mode provides a strong support for the development of interactive video. With 5G technology as the background, Internet interactive video ushered in a blowout period of development. In recent years, video websites at home and abroad have launched interactive videos with their own characteristics. So, the imagination of integrated media evolved into the reality gradually. However, the excessively fast development speed concealed many existing shortcomings. There are still many constraints and deficiencies in the deep integration of each link of Internet interactive video. This paper discusses the development status of Internet interactive video and deeply analyzes the development characteristics of interactive video. In view of the existing problems, this paper puts forward development suggestions from the aspects of creating high-quality content and building “interactive video +” to help the better development of Internet interactive video.

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22

Ismayilova, Gunel, Annamaria Costa, Ilaria Fontana, Daniel Berckmans, and Marcella Guarino. "Labelling the Behaviour of Piglets and Activity Monitoring from Video as a Tool of Assessing Interest in Different Environmental Enrichments / Oznaczanie zachowania i monitorowanie aktywności prosiąt na podstawie zapisu wideo jako narzędzie oceny ich zainteresowania różnymi elementami wzbogacającymi środowisko." Annals of Animal Science 13, no. 3 (July 1, 2013): 611–21. http://dx.doi.org/10.2478/aoas-2013-0037.

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Abstract The aim of this study was to explore the preference and the duration of interest of weaned pigs to two different types of environmental enrichments using labelling techniques and activity monitoring. Two pens each housing 14 Dalland piglets were monitored using a video camera. The videos were labelled during the weaning phase from 30 to 60 days of age. During this time, the video recording software continuously calculated the activity index of the pigs. To detect pig exploratory and playing behaviour, a wooden block and chain enrichment were introduced into each pen for 30 days. Each video frame was manually labelled during the Day 1, 5 and 30 (24 hours a day) for each pen using the Labelling Tool software. To identify the duration and frequency of interactive episodes with environmental enrichments, pig behaviour was labelled as either: no activity, interacting with chain or interacting with the wooden block. The mean duration of interactive episodes for the chain was greater than for the wooden block (P<0.001), while the frequency of interactive episodes was 28.8% higher for the wooden block than for the chain. By day 5, the mean duration of interaction episodes decreased in both pens and by day 30, only a few interaction episodes were observed. The number of interactive episodes were strictly related to the activity index and depended on the time of the day. The peaks of the mean number of interactive episodes calculated for all days of observations corresponded to the peaks of the mean activity index.

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Sun, Jiatian, Longxiulin Deng, Triantafyllos Afouras, Andrew Owens, and Abe Davis. "Eventfulness for Interactive Video Alignment." ACM Transactions on Graphics 42, no. 4 (July 26, 2023): 1–10. http://dx.doi.org/10.1145/3592118.

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Humans are remarkably sensitive to the alignment of visual events with other stimuli, which makes synchronization one of the hardest tasks in video editing. A key observation of our work is that most of the alignment we do involves salient localizable events that occur sparsely in time. By learning how to recognize these events, we can greatly reduce the space of possible synchronizations that an editor or algorithm has to consider. Furthermore, by learning descriptors of these events that capture additional properties of visible motion, we can build active tools that adapt their notion of eventfulness to a given task as they are being used. Rather than learning an automatic solution to one specific problem, our goal is to make a much broader class of interactive alignment tasks significantly easier and less time-consuming. We show that a suitable visual event descriptor can be learned entirely from stochastically-generated synthetic video. We then demonstrate the usefulness of learned and adaptive eventfulness by integrating it in novel interactive tools for applications including audio-driven time warping of video and the extraction and application of sound effects across different videos.

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Bennett, Guinevere S. "Comparison of interactive video test performance to overall class performance in a biomechanics course." Journal of Chiropractic Education 32, no. 1 (March 1, 2017): 32–35. http://dx.doi.org/10.7899/jce-16-00013.

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Objective: This study compared interactive video test performance and students' overall class performance. The hypothesis was that there would be a difference in video test performance compared to overall class performance. Methods: A total of 30 students participated in the pilot study from a master's level biomechanics course. Students completed four interactive video tests using EduCanon; content of videos included base of support, lever systems, scapulohumeral rhythm, and postural analysis. This content was reviewed with class discussion after completion of the interactive video test. The tests administered counted toward the participation portion of the final student grade. Student performance on the EduCanon interactive video test was compared to overall class grade using a paired t-test. Results: All 30 students completed the 4 EduCanon interactive video tests. Final class grades were greater compared to cumulative EduCanon test performance. There was no difference between performance using interactive video testing compared to students' overall class performance (t[29] = −1.43, p = .16). Conclusion: The results of this study did not support improved student assessment performance with incorporation of interactive video testing in the classroom environment. Continued research into new testing strategies is recommended to identify additional effective testing in the classroom.

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Tonnard, Patrick, James M. Stuzin, and Foad Nahai. "61: Video ??? Interactive Video: Short Scar Facelift." Plastic and Reconstructive Surgery 118, Supplement (September 2006): 52. http://dx.doi.org/10.1097/00006534-200609151-00062.

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Kamran Mir, Muhammad Zafar Iqbal, and Jahan Ara Shams. "Investigation of Students’ Satisfaction about H5P Interactive Video on MOODLE for Online Learning." International Journal of Distance Education and E-Learning 7, no. 1 (January 4, 2022): 71–82. http://dx.doi.org/10.36261/ijdeel.v7i1.2228.

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Open universities play an important role in delivering distant learning education to the general public. MOODLE is an open-source programme that enables and maintains the success of open universities. One of the main concerns of teachers when using internet content is the students' interest, particularly when using recorded videos because synchronous interactive instruction is not possible for big groups of students online. In an e-learning system, interactive videos are crucial because they allow learners to interact with learning content while watching the video. The H5P module of MOODLE Learning Management System (LMS), was used to generate an interactive film in this empirical study. The focus of the study was to investigate students’ satisfaction about interactive video content on MOODLE in online learning. It was assessed by using the Delone and Mclean Information Systems Success Model. H5P interactive video content was developed and implemented on MOODLE and satisfaction of students was measured. The findings revealed that the value of video for learning effectiveness is depending on the level of interactivity. Students in the e-learning class with interactive video had much higher levels of satisfaction than students in other settings.

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Underwood, John. "HyperCard and Interactive Video." CALICO Journal 6, no. 3 (January 14, 2013): 7–20. http://dx.doi.org/10.1558/cj.v6i3.7-20.

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This article describes the use of HyperCard to author interactive Spanish videodisc using a videodisc version of Zarabanda. An explanation of hypermedia is followed by examples of how to create courseware with HyperCard and specific examples of its application in the Zarabanda Notebook.

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28

Salter, Mary. "SATRO interactive video project." Electronic Systems News 1989, no. 1 (1989): 39. http://dx.doi.org/10.1049/esn.1989.0019.

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29

Zhang, Zhebin, Chen Zhou, Yizhou Wang, and Wen Gao. "Interactive Stereoscopic Video Conversion." IEEE Transactions on Circuits and Systems for Video Technology 23, no. 10 (October 2013): 1795–808. http://dx.doi.org/10.1109/tcsvt.2013.2269023.

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30

Kornum, Lis. "Interactive video in Denmark." Language Learning Journal 1, no. 1 (1990): 52–54. http://dx.doi.org/10.1080/09571739085200171.

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31

Waschbüsch, Michael, Stephan Würmlin, and Markus Gross. "Interactive 3D video editing." Visual Computer 22, no. 9-11 (August 15, 2006): 631–41. http://dx.doi.org/10.1007/s00371-006-0053-z.

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32

Jones, Loretta L., and Stanley G. Smith. "Using interactive video courseware." TechTrends 35, no. 6 (November 1990): 22–24. http://dx.doi.org/10.1007/bf02789960.

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33

Langendorf, Richard. "Advanced interactive video design." Computers, Environment and Urban Systems 15, no. 1-2 (January 1991): 83–84. http://dx.doi.org/10.1016/0198-9715(91)90087-t.

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34

Griffiths, Michael. "Interactive Video at Work." PLET: Programmed Learning & Educational Technology 23, no. 3 (August 1986): 212–18. http://dx.doi.org/10.1080/0033039860230303.

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35

Deloddere, D., W. Verbiest, and H. Verhille. "Interactive video on demand." IEEE Communications Magazine 32, no. 5 (May 1994): 82–88. http://dx.doi.org/10.1109/35.281582.

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Bonneel, Nicolas, Kalyan Sunkavalli, James Tompkin, Deqing Sun, Sylvain Paris, and Hanspeter Pfister. "Interactive intrinsic video editing." ACM Transactions on Graphics 33, no. 6 (November 19, 2014): 1–10. http://dx.doi.org/10.1145/2661229.2661253.

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Allan, Margaret S. "Preparing for interactive video." ELT Journal 45, no. 1 (January 1, 1991): 54–60. http://dx.doi.org/10.1093/elt/45.1.54.

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Abstract A comparison of the properties of the video cassette recorder (VCR) and the videodisc player points up the advantages for education of disc as a medium for the storage and playback of video signals. It is argued that some form of optical disc technology is very likely to come into language classrooms before the end of the 1990s and that it will be welcomed by those teachers who are currently attempting to use their VCRs as flexible resources in their language programmes. Different applications of interactive video in education and language study are described, with reference to recent examples.

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Pearcey, Mary. "Interactive video in training." Education + Training 28, no. 1 (January 1986): 23. http://dx.doi.org/10.1108/eb017219.

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Aue-Apaikul, Panida. "Interactive Video : Educational Use." PASAA 19, no. 2 (January 1989): 56–60. http://dx.doi.org/10.58837/chula.pasaa.19.2.7.

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40

Anyan, Anyan, and Antonius Edy Setyawan. "KEEFEKTIFAN VIDEO PEMBELAJARAN INTERAKTIF DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA SMK PADA MASA PANDEMI COVID-19." VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan 13, no. 1 (April 19, 2022): 140–48. http://dx.doi.org/10.31932/ve.v13i1.1574.

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ABSTRAKBerkembangnya teknologi modern menjadikan aktivitas belajar lebih menarik di kalangan pelajar dengan munculnya berbagai video pembelajaran interaktif baik melalui youtube ataupun aplikasi belajar digital. Tujuan penelitian ini adalah untuk menguji keefektifan video pembelajaran interaktif dalam meningkatkan motivasi belajar siswa SMK Nusantara Indah Sintang. Penelitian ini merupakan jenis penelitian kualitatif dengan menggunakan pendekatan fenomenologi. Melalui pendekatan fenomenologi dimaksudkan adalah untuk menguraikan peristiwa yang dialami secara langsung oleh subjek yang diteliti. Hasil penelitian menunjukkan bahwa penggunaan video pembelajaran interaktif cukup efektif dan dapat meningkatkan motivasi belajar siswa SMK dimana ditunjukkan pada siswa SMK Nusantara Indah Sintang lebih giat lagi untuk belajar sebab proses pembelajaran yang dilakukan tidak monoton dan lebih menarik. Namun, penggunaan video pembelajaran interaktif memiliki hambatan yaitu adanya gangguan jaringan atau sinyal saat menggunakan video pembelajaran interaktif dalam belajar.Kata Kunci: Keefektifan; Video Interaktif; Motivasi Belajar, SMK, Covid-19 ABSTRACTThe development of modern technology makes learning activities more interesting among students with the emergence of various interactive learning videos either through Youtube or digital learning applications. The purpose of this study was to test the effectiveness of interactive learning videos in increasing student motivation at SMK Nusantara Indah Sintang. This research is a type of qualitative research using a phenomenological approach. Through the phenomenological approach, it is intended to describe the events experienced directly by the subject under study. The results showed that the use of interactive learning videos was quite effective and could increase the learning motivation of SMK students where it was shown that SMK Nusantara Indah Sintang students were even more active in learning because the learning process was not monotonous and more interesting. However, the use of interactive learning videos has obstacles, namely the presence of network or signal interference when using interactive learning videos in learning.Keyword: Effectiveness; Interactive Videos; Learning Motivation, Vocational High School, Covid-19

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Evmenova, Anya S., Heidi J. Graff, and Michael M. Behrmann. "Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos." Focus on Autism and Other Developmental Disabilities 32, no. 1 (July 26, 2016): 18–30. http://dx.doi.org/10.1177/1088357615609307.

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There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas including social studies. This multiple baseline study examined the effects of adapted videos for improving factual comprehension of non-fiction clips by four high school students with significant ID. Video adaptations included picture/word-based closed captions and interactive video searching for answers. According to the visual analyses, students performed better with adapted and interactive video clips. Furthermore, social validity interviews revealed that all students enjoyed the adapted and interactive videos and found them beneficial. Limitations and directions for future research in the area of adapted and interactive video instruction are discussed.

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Ye, Qing, Haoxin Zhong, Chang Qu, and Yongmei Zhang. "Human Interaction Recognition Based on Whole-Individual Detection." Sensors 20, no. 8 (April 20, 2020): 2346. http://dx.doi.org/10.3390/s20082346.

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Human interaction recognition technology is a hot topic in the field of computer vision, and its application prospects are very extensive. At present, there are many difficulties in human interaction recognition such as the spatial complexity of human interaction, the differences in action characteristics at different time periods, and the complexity of interactive action features. The existence of these problems restricts the improvement of recognition accuracy. To investigate the differences in the action characteristics at different time periods, we propose an improved fusion time-phase feature of the Gaussian model to obtain video keyframes and remove the influence of a large amount of redundant information. Regarding the complexity of interactive action features, we propose a multi-feature fusion network algorithm based on parallel Inception and ResNet. This multi-feature fusion network not only reduces the network parameter quantity, but also improves the network performance; it alleviates the network degradation caused by the increase in network depth and obtains higher classification accuracy. For the spatial complexity of human interaction, we combined the whole video features with the individual video features, making full use of the feature information of the interactive video. A human interaction recognition algorithm based on whole–individual detection is proposed, where the whole video contains the global features of both sides of action, and the individual video contains the individual detail features of a single person. Making full use of the feature information of the whole video and individual videos is the main contribution of this paper to the field of human interaction recognition and the experimental results in the UT dataset (UT–interaction dataset) showed that the accuracy of this method was 91.7%.

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Sholikhudin, Anang. "IMPLEMENTASI MEDIA VIDEO INTERAKTIF DALAM MATA PELAJARAN Al-QUR’AN DAN Al-HADITS DI MI DARUT TAQWA SENGONAGUNG PURWOSARI PASURUAN." Jurnal Mu’allim 2, no. 1 (October 20, 2020): 127–38. http://dx.doi.org/10.35891/muallim.v2i1.2326.

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Interactive Video Media in learning is a living image which is a picture in a frame where frame by frame is mechanically projected through the projector lens so that the screen looks alive. As with films, videos can depict an object moving together with natural sounds or sounds that are appropriate in learning. The formulation of the problems in this study are: 1. How is the implementation of interactive video media in the subject of al-Qur'an and al-Hadith at MI Darut Taqwa Sengonagung Purwosari Pasuruan? 2. What factors support and hinder the implementation of interactive video media in the subject of al-Qur'an and al-Hadith at MI Darut Taqwa Sengonagung Purwosari Pasuruan ?. The purpose of this study was to determine the implementation of interactive video media in the subject of al-Qur'an and al-Hadith and to determine the supporting and inhibiting factors for implementing interactive video media in the subjects of al-Qur'an and al-Hadith at MI Darut Taqwa Sengonagung Purwosari Pasuruan. . Data collection was carried out through observation, interviews, and documentation to get a complete picture and understanding of the two selected research focuses. The results showed (1) the implementation of interactive video learning at MI Darut Taqwa shows that learning using learning methods and media is quite flexible. This means that it is adjusted to the conditions of students. The learning method developed in the Interactive Video media learning is the question and answer method, the discussion method, and the demonstration method. (2) Supporting Factors for the Implementation of Interactive Video Media in Al-Qur'an and Al-Hadith Subjects at MI Darut Taqwa Sengonagung Purwosari Pasuruan Is: interactive video media makes it easy for students to understand lessons, using interactive video media of students' attention and interest very effective. While the inhibiting factor is that in implementing interactive video media the teacher requires time and careful preparation, so it requires a lot of time, too much media if you maximize learning interactive video media in the classroom.

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Sri Wahyuni and Nurlaila Nurlaila. "Development of Interactive Learning Videos for Arabic Reading Proficiency Using Videopad and Edpuzzle Aplications." Education Specialist 2, no. 1 (June 30, 2024): 42–48. http://dx.doi.org/10.59535/es.v2i1.137.

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This study aimed to determine the validity and practicality of interactive learning videos for Arabic reading proficiency, developed using VideoPad and Edpuzzle applications. The research utilized a research and development (R&D) approach, collecting data through validity and practicality questionnaires and analyzing it quantitatively. The subjects were students from MTs Muhammadiyah Sulit Air Solok, West Sumatra. Results showed that the interactive learning video for Arabic reading proficiency was highly valid, with validation scores of 97.5% for learning material, 93.75% for learning media, and 97.5% for video language, yielding an average validation score of 96.25%. The practicality test revealed that the video was very practical, receiving a score of 85% from teachers and 80.7% from students. Therefore, it can be concluded that the interactive learning video developed using VideoPad and Edpuzzle applications is suitable for teaching Arabic reading proficiency to Madrasah Tsanawiyah (MTs) students. Based on these findings, the researcher suggests that future studies continue to explore the practicality and effectiveness of these interactive videos. Additionally, teachers can utilize these VideoPad-developed interactive videos to support the learning process and improve students' reading skills at the MTs level.

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Huang, Ruolin. "Study on the Psychological Impact of Interactive Video Immersion Experience on Viewers." Highlights in Art and Design 6, no. 2 (June 28, 2024): 18–20. http://dx.doi.org/10.54097/13spk280.

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With the advent of the information age, the form of information dissemination has gradually changed from text graphics to video, which can trigger two sensory experiences at the same time, and use visual and auditory systems to convey more information. For a time, this kind of video transmission has become an important channel for obtaining and exchanging information. Then, with the development of audio and video technology, interactive video began to appear in the public eye. The immersion of interactive video comes from the fusion of narrative and interaction. It is the basic feature of a good interactive video to use the language lens in the narrative and arouse the audience's thinking in the interaction.

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Meiriska, Amelia, Adnan Adnan, and Muhammad Junda. "Expert response to the development of interactive video as teaching media on cell material." JPBIO (Jurnal Pendidikan Biologi) 9, no. 1 (April 30, 2024): 85–97. http://dx.doi.org/10.31932/jpbio.v9i1.3384.

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This research originated from the lack of utilization of learning media by educators in learning biology in high school which has the potential to affect student interest in learning. This study aims to produce learning media in the form of a valid interactive video. This research refers to the research and development approach by applying the 4D development model, which consists of defining, designing, developing, and disseminating stages. The focus of this research is one of the development stages of interactive learning videos, involving the assessment of expert validators who assess three main aspects, namely the presentation of material, video quality, and language used. Data analysis was conducted using descriptive statistics. Based on the data analysis, the validity level of the developed interactive learning video reached a score of 4.6. The score indicates that the video was declared into the "valid" category. In this study, four discussion videos discussed cell material. The conclusion from the results of the data analysis shows that the interactive learning videos developed on cell concepts meet the valid criteria.

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Dmitrieva, Olga A. "Metaphors of User Interaction with Interactive Video Content." Sociological Journal 22, no. 4 (2016): 90–109. http://dx.doi.org/10.19181/socjour.2016.22.4.4809.

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Darmayanti, Putu Sri, and Muhamad Nova. "EVALUATING INTERACTIVE VIDEO UTILIZATION IN ENGLISH FOR TOURISM BUSINESS CLASS." Premise: Journal of English Education 11, no. 3 (October 31, 2022): 646. http://dx.doi.org/10.24127/pj.v11i3.5661.

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Interactive video as one technology product provides an opportunity to enrich students' learning experience. The current study aimed to identify students' perception of interactive video utilization in English for tourism business classes and students' preference in applying interactive video in learning English for tourism business. The interactive videos were embedded in the learning management system, and the students had to utilize them individually. This study employed mixed-method research with an explanatory design. The data were gained through an administering questionnaire survey to 34 students majoring in the Hospitality program and analyzed using descriptive statistics by calculating the frequency of the answer to each question. Then, an interview was also conducted with several students to gain a further explanation of their learning media preferences. The results showed that the students perceived the interactive video positively based on its question layout, quality, and user interface. Furthermore, 94.1% of the students prefer to learn with interactive video than video. The students claimed that the interactive video helps them remember the learning material better, guides them to understand the material, encourages them to focus while watching the video, and makes the learning process more exciting. However, one student argued that the questions needed to be fully understood, and another highlighted the rewind button's unavailability. The result of the study indicated that the utilization of interactive video could be a beneficial learning tool in teaching English to the tourism business. In contrast, the English teacher or lecturer should also consider the students' freedom of learning.

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Janawati, Desak Putu Anom, Putu Beny Pradnyana, and N. W. S. Darmayanti. "E-BOOK INTERAKTIF MEMBACA MENULIS PERMULAAN." Jurnal Utilitas 8, no. 1 (February 21, 2022): 12–16. http://dx.doi.org/10.22236/utilitas.v8i1.8586.

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The interactive e-book was developed to improve early reading and writing skills as log of pandemic Covid-19. The type of this research is R&D with the product of this research is the E-Book Interactive reading and writing starters. The questionnaire instrument was used as a research data collection technique. The results of the product validity test show the following results. First, the appearance of the interactive E- book product has an attractive appearance, second, the selection of an attractive typeface and the presentation of animated text in the form of a video embedded in the interactive E-book. Third, to get students involved in learning activities it is necessary to have interaction in learning, interesting content and presentations combbined with learning videos to explain the material interactively.

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Janawati, Desak Putu Anom, Putu Beny Pradnyana, and N. W. S. Darmayanti. "Developing Interactive E-Book for Early Reading-Writing Stage at Class I Elementary School." Pedagogia : Jurnal Pendidikan 11, no. 1 (November 22, 2021): 31–36. http://dx.doi.org/10.21070/pedagogia.v11i1.1466.

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The interactive e-book was developed to improve early reading and writing skills as log of pandemic Covid-19. The type of this research is R&D with the product of this research is the E-Book Interactive reading and writing starters. The questionnaire instrument was used as a research data collection technique. The results of the product validity test show the following results. First, the appearance of the interactive E- book product has an attractive appearance, second, the selection of an attractive typeface and the presentation of animated text in the form of a video embedded in the interactive E-book. Third, to get students involved in learning activities it is necessary to have interaction in learning, interesting content and presentations combbined with learning videos to explain the material interactively

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