LLV1: layered lossless video format supporting multimedia servers during realtime delivery

2005 ◽  
Author(s):  
Michael Militzer ◽  
Maciej Suchomski ◽  
Klaus Meyer-Wegener
Keyword(s):  
Multimedia Servers ◽  
Video Format

On The Field: Examining Differences in Video Format in Sports Media Viewing

2020 ◽  
Vol 64 (1) ◽  
pp. 781-785
Author(s):  
Ragan Wilson ◽  
Christopher B. Mayhorn
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Spatial Presence ◽  
Sports Media ◽  
User Perceptions ◽  
Video Footage ◽  
Confirmatory Factor ◽  
Need To Evaluate ◽  
The Relationship ◽  
Video Format

With virtual reality’s emerging popularity and the subsequent push for more sports media experiences, there is a need to evaluate virtual reality’s use into more video watching experiences. This research explores differences in experiences between Monitor (2D) video and HMD (360-Degree) video footage by measuring user perceptions of presence, suspense, and enjoyment. Furthermore, this study examines the relationship between presence, game attractiveness, suspense, and enjoyment as explored by Kim, Cheong, and Kim (2016). Differences were assessed via a MANOVA examining specifically presence, suspense, and enjoyment while the relationships were explored via a confirmatory factor analysis. Results suggest that there was a difference between Monitor (2D) video and HMD (360-Degree) in regard to spatial presence, engagement, suspense, and enjoyment, but the previous model from Kim et al. (2016) was not a good fit to this study’s data.

scholarly journals The Influence of Video Format on Engagement and Performance in Online Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 128
Author(s):  
Sergej Lackmann ◽  
Pierre-Majorique Léger ◽  
Patrick Charland ◽  
Caroline Aubé ◽  
Jean Talbot
Keyword(s):  
Student Performance ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Emotional States ◽  
Lecture Capture ◽  
Improved Performance ◽  
And Performance ◽  
Subject Experiment ◽  
The Impact ◽  
Video Format

Millions of students follow online classes which are delivered in video format. Several studies examine the impact of these video formats on engagement and learning using explicit measures and outline the need to also investigate the implicit cognitive and emotional states of online learners. Our study compared two video formats in terms of engagement (over time) and learning in a between-subject experiment. Engagement was operationalized using explicit and implicit neurophysiological measures. Twenty-six (26) subjects participated in the study and were randomly assigned to one of two conditions based on the video shown: infographic video or lecture capture. The infographic video showed animated graphics, images, and text. The lecture capture showed a professor, providing a lecture, filmed in a classroom setting. Results suggest that lecture capture triggers greater emotional engagement over a shorter period, whereas the infographic video maintains higher emotional and cognitive engagement over longer periods of time. Regarding student learning, the infographic video contributes to significantly improved performance in matters of difficult questions. Additionally, our results suggest a significant relationship between engagement and student performance. In general, the higher the engagement, the better the student performance, although, in the case of cognitive engagement, the link is quadratic (inverted U shaped).

Development of the Teaching Games System Based on Mobile Learning

2014 ◽  
Vol 685 ◽  
pp. 651-654
Author(s):  
Yang Na Su
Keyword(s):  
Mobile Learning ◽  
Future Development ◽  
Web Pages ◽  
Digital Learning ◽  
Online Game ◽  
Game Development ◽  
Mobile Game ◽  
Major Bottleneck ◽  
Mobile Development ◽  
Video Format

Mobile learning is the future development of digital learning, Due to the different mobile development system for different mobile devices, which became a major bottleneck for mobile development. Existing mobile learning resources are scarce, showing most of the text, web pages, video format, rare game theme unattractive for the format of fixed points, lack of reusability and versatility. Base on the characteristic of Dispersed, fragmentary characteristics of mobile learning, imitating the form of the theme of the popular online game, to make the learner a more active, more effective and more lasting in mobile learning. Use Flash to develop mobile learning teaching game, introduces the idea of integrable Ware to mobile game development, separate the knowledge from the game, and improve the reusability and versatility of the game.

Implementation of Video Transcoding Client Based on FFMPEG

2013 ◽  
Vol 756-759 ◽  
pp. 1748-1752 ◽  
Author(s):  
Hao Zeng ◽  
Yuan Fang
Keyword(s):  
Streaming Media ◽  
Source Code ◽  
Video Codec ◽  
Video Transcoding ◽  
Stream Media ◽  
Quality Video ◽  
Media Server ◽  
High Quality Video ◽  
Video Format ◽  
Streaming Media Server

As the increasing applications of streaming media, using the streaming media server to provide high-quality video service for people becomes a trend. Streaming media server for video format requirements has become the bottleneck of its development, In this paper, we give a kind of transcoding method, through compiling FFmpeg source code under the windows OS, adding the x264 video codec and FAAC audio library, we can get ffmpeg.exe which can run directly, and we use MFC to design the the operation interface, which used to convert other video formats into stream media server supported formats.

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