© 2014 Springer Science+Business Media New York Video is increasingly used as an instructional tool. It is therefore becoming more important to improve learning of students from video. We investigated whether student learning effects are influenced through an instruction about other viewing behaviours, and whether these learning effects depend on their prior knowledge. In a controlled environment, 115 students watched a number of instructional videos about the technical equipment needed in a course on digital photography. Every second student was instructed about other possible viewing behaviours. A pre-post-retention test was carried out to calculate learning effects. The differences with respect to the learning effects of students who received an awareness instruction on an alternative viewing strategy were not significantly different. The differences as observed in our earlier experiment however could not be reproduced. Students with a broad viewing repertoire showed higher learning effects than students with a narrow repertoire. Furthermore, students with a strategic viewing approach also showed higher learning effects. Certain conditions have to be met: the technical and didactical quality of the video must be good, the integration in a learning task must be apparent, students must be aware of their viewing behaviour, and teachers must be aware of their students’ viewing behaviour in order to enrich the viewing repertoire of students when they have at least some basic knowledge e.g. after several lessons on the topics at hand. In future research, this study should be replicated using more complex video episodes than the instruction videos we used in our experiments that were only on the factual knowledge level of the taxonomy of Bloom. Moreover, replication of this study with a larger sample size could yield a significant improvement in learning effects. This is plausible because students need an amount of prior knowledge beyond a certain threshold value in order to be able to expand their knowledge network in their long term memory. Finally, additional media player functionality, facilitating effective student learning from video, can be described based on the results of this study.
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With a growing interest in immersive technologies to elevate digital spectating experiences, Virtual Reality (VR) is viewed by many academics and industry actors as the future of esport spectatorship. The majority of the esport fans are the same group that show interest in immersive technologies as VR. This group is, therefore, expected to accept the technology and adopt it in their spectating experience. However, given the fact that this target group is mostly used to utilize interactive VR for gaming purposes, it is not clear how they would experience a passive non-interactive VR experience, and to what extent the technology could contribute to enhancing their viewing experience. This study compared two versions of the same summary recording of the livestream of an esport competition: a 2D version and a VR version: 92 participants watched the esport competition either on a 2D screen or in VR, then they had to answer questions regarding their experience. Compared to 2D, the VR experience scored higher on immersion, presence, social presence, emotional contagion, and enjoyment. This paper confirms the potential of VR to efficiently enhance the digital spectating experiences of esports, while highlighting the need for more research in how to produce the content to best fit VR and increase VR adoption intention.
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Viewers more frequently watch television content whenever they want, using devices they prefer, which stimulated 'Binge-watching' (consecutive viewing of television programs). Although binge-watching and health concerns have been studied before, the context in which binge-watching takes place and possibilities to use context to optimize binge-watching behavior have not. An in-situ, smartphone monitoring survey among Dutch binge-watchers was used to reveal context factors related to binge-watching and wellbeing. Results indicate that binge-watching is a solitary activity that occurs in an online socially active context. The amount of time spent binge-watching (number of episodes) correlates with the amount of free time and plays an important role in the effect of binge-watching on emotional wellbeing. Considering the difficulty viewers have to create an optimal viewing experience, these context factors are used as a framework to be able to design and promote a recommendation tool for TV streaming services to create a more optimal binge-watching experience.
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Studenten die leren van video’s zijn gebaat bij mediaspelers die meer opties bieden bij het zoeken naar specifieke delen van een filmpje. Voor het leereffect is het belangrijk dat het eenvoudiger wordt om een bepaald fragment nog eens terug te kijken. Dat stelt Jelle de Boer, die promoveert op een onderzoek naar de kijkpatronen van studenten bij het bestuderen van video’s.De Boer onderzocht het kijkgedrag van studenten in verschillende experimenten. Studenten kregen daarbij onder meer een instructie over mogelijk alternatief kijkgedrag, om te onderzoeken in hoeverre die alternatieve strategie hun leereffecten zou verhogen. De Boer vond dat de leereffecten van kijkers met een smal kijkrepertoire lager waren dan de leereffecten van strategische kijkers en studenten met een breed kijkrepertoire.Studenten met enige basiskennis over de onderwerpen die aan bod kwamen in de video’s hadden het meeste voordeel van het gebruik van mogelijk alternatief kijkgedrag en studenten met weinig voorkennis hadden het minste voordeel. De leerwinst van studenten met weinig voorkennis verdween na een aantal weken; kennisverwerking lijkt slecht te gaan wanneer twee dingen tegelijk worden gedaan.
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Municipalities increasingly seek to include citizens in decision-making processes regarding local issues, such as urban planning. This paper presents a case study on using Virtual Reality (VR) in a process of civic participation in the redesign of a public park. The municipality included citizens in intensive co-design activities to create three designs for the park and engaged the neighbourhood community in co-decision, in the form of a ballot. Through the civic participatory process, we studied the effectiveness of using VR technology to engage the community in participating in the co-decision process. The three designs were presented using highly realistic 360˚ visualisations and the effects on engagement were compared between various devices: VR headsets, smartphones, tablets, and computers. Viewing the designs in 2D paper plans was also included in the comparison. The study included over 1300 respondents that participated in the ballot. A statistical analysis of the collected data shows that participants viewing the 360˚ rendered images with VR technology expressed a significantly higher engagement in the co-decision process than those using their computer at home or viewing 2D paper plans. The paper describes the complete participatory design process and the impact of the e-governance used on the target group as well as on the actors organizing the e-governance process. We discuss how the use of new technology and active presence of a voting-support team inspired citizens to participate in the co-creation process and how the investment in this procedure helped the local authorities to generate support for the plans and strengthen its relationship with the community. The use of realistic visualisations that can be easily assessed by citizens through user-friendly technology, enabled a large and diverse audience to participate. This resulted in greater visibility of municipal efforts to enhance the living environment of citizens and is therefore an important step in increased civic engagement in municipal policy-making and implementation.
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Purpose: To establish age-related, normal limits of monocular and binocular spatial vision under photopic and mesopic conditions. Methods: Photopic and mesopic visual acuity (VA) and contrast thresholds (CTs) were measured with both positive and negative contrast optotypes under binocular and monocular viewing conditions using the Acuity-Plus (AP) test. The experiments were carried out on participants (age range from 10 to 86 years), who met pre-established, normal sight criteria. Mean and ± 2.5σ limits were calculated within each 5-year subgroup. A biologically meaningful model was then fitted to predict mean values and upper and lower threshold limits for VA and CT as a function of age. The best-fit model parameters describe normal aging of spatial vision for each of the 16 experimental conditions investigated. Results: Out of the 382 participants recruited for this study, 285 participants passed the selection criteria for normal aging. Log transforms were applied to ensure approximate normal distributions. Outliers were also removed for each of the 16 stimulus conditions investigated based on the ±2.5σ limit criterion. VA, CTs and the overall variability were found to be age-invariant up to ~50 years in the photopic condition. A lower, age-invariant limit of ~30 years was more appropriate for the mesopic range with a gradual, but accelerating increase in both mean thresholds and intersubject variability above this age. Binocular thresholds were smaller and much less variable when compared to the thresholds measured in either eye. Results with negative contrast optotypes were significantly better than the corresponding results measured with positive contrast (p < 0.004). Conclusions: This project has established the expected age limits of spatial vision for monocular and binocular viewing under photopic and high mesopic lighting with both positive and negative contrast optotypes using a single test, which can be implemented either in the clinic or in an occupational setting.
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