scholarly journals Automatic Judgement of Online Video Watching: I Know Whether or Not You Watched

Mathematics ◽  
2020 ◽  
Vol 8 (10) ◽  
pp. 1827
Author(s):  
Eunseon Yi ◽  
Heuiseok Lim ◽  
Jaechoon Jo
Keyword(s):  
Free Choice ◽  
Model Verification ◽  
Time Interval ◽  
Online Video ◽  
Video Viewing ◽  
Two Factors ◽  
Experimental Subjects

Videos have long been viewed through the free choice of customers, but in some cases currently, watching them is absolutely required, for example, in institutions, companies, and education, even if the viewers prefer otherwise. In such cases, the video provider wants to determine whether the viewer has honestly been watching, but the current video viewing judging system has many loopholes; thus, it is hard to distinguish between honest viewers and false viewers. Time interval different answer popup quiz (TIDAPQ) was developed to judge honest watching. In this study, TIDAPQ randomly inserts specially developed popup quizzes in the video. Viewers must solve time interval pass (RESULT 1) and individually different correct answers (RESULT 2) while they watch. Then, using these two factors, TIDAPQ immediately performs a comprehensive judgement on whether the viewer honestly watched the video. To measure the performance of TIDAPQ, 100 experimental subjects were recruited to participate in the model verification experiment. The judgement performance on normal watching was 93.31%, and the judgement performance on unusual watching was 85.71%. We hope this study will be useful in many areas where watching judgements are needed.

Free-Choice, Final Performance and Attitudes toward Different Types of Programmed Instruction

1973 ◽  
Vol 155 (3) ◽  
pp. 56-63
Author(s):  
Avraham Scherman ◽  
Marion Scherman
Keyword(s):  
Free Choice ◽  
Programmed Instruction ◽  
Traditional Lecture ◽  
Fourth Class ◽  
Choice Group ◽  
Different Types ◽  
Mode Of Instruction ◽  
Experimental Subjects ◽  
Better Than ◽  
Instruction Approach

One-hundred thirty-six students enrolled in four classes of a counseling theories course served as the experimental subjects. In three classes students were randomly assigned to one of three modes of instruction: prose-text, linear programmed instruction, and branching programmed instruction. Subjects from the fourth class were given free choice to select the mode of instruction preferred. It was found that the free-choice group performed better than the linear and branching programmed instruction groups, although not significantly better than the prose-text group. In response to a questionnaire, males stated that when compared to traditional lecture-type courses, the programmed instruction approach helped them concentrate and resulted in a more efficient use of their time. Females did not think that the use of programmed instruction offered an interesting and stimulating approach.

Temporal patterns of the online video viewing behavior of smart TV viewers

2018 ◽  
Vol 69 (5) ◽  
pp. 647-659 ◽  
Author(s):  
Tao Lian ◽  
Zhumin Chen ◽  
Yujie Lin ◽  
Jun Ma
Keyword(s):  
Temporal Patterns ◽  
Online Video ◽  
Video Viewing ◽  
Smart Tv

Queues with random service output: the case of Poisson arrivals

1974 ◽  
Vol 11 (04) ◽  
pp. 771-784 ◽  
Author(s):  
Jacob Grinstein ◽  
Michael Rubinovitch
Keyword(s):  
Queueing Models ◽  
Time Interval ◽  
Single Server ◽  
Independent Increments ◽  
Virtual Waiting Time ◽  
Two Factors ◽  
Waiting Time Process ◽  
Poisson Arrivals ◽  
Busy Server ◽  
Independent Identically Distributed

A general class of single server queueing models is formulated. They distinguish between two factors that may influence the duration of service times: variability in the service requirements of customers, and variability (over time) in the service output of the server. Accordingly, we assume that the demands for service of successive customers form a sequence of independent, identically distributed random variables and that the amount of service produced by a busy server in a time interval is determined by the increment of a process with stationary independent increments over that interval. The results include the distribution of the busy period and the limiting distribution of the queue length. We also investigate the potential waiting process which is an extension of virtual waiting time process in existing queueing models.

Queues with random service output: the case of Poisson arrivals

1974 ◽  
Vol 11 (4) ◽  
pp. 771-784 ◽  
Author(s):  
Jacob Grinstein ◽  
Michael Rubinovitch
Keyword(s):  
Queueing Models ◽  
Time Interval ◽  
Single Server ◽  
Independent Increments ◽  
Virtual Waiting Time ◽  
Two Factors ◽  
Waiting Time Process ◽  
Poisson Arrivals ◽  
Busy Server ◽  
Independent Identically Distributed

A general class of single server queueing models is formulated. They distinguish between two factors that may influence the duration of service times: variability in the service requirements of customers, and variability (over time) in the service output of the server. Accordingly, we assume that the demands for service of successive customers form a sequence of independent, identically distributed random variables and that the amount of service produced by a busy server in a time interval is determined by the increment of a process with stationary independent increments over that interval. The results include the distribution of the busy period and the limiting distribution of the queue length. We also investigate the potential waiting process which is an extension of virtual waiting time process in existing queueing models.

Human Handedness: The Influence of Learning

1981 ◽  
Vol 53 (3) ◽  
pp. 967-977 ◽  
Author(s):  
Ira B. Perelle ◽  
Lee Ehrman ◽  
J. W. Manowitz
Keyword(s):  
Hand Preference ◽  
The Other ◽  
Experimental Conditions ◽  
Nonpreferred Hand ◽  
Significant Difference ◽  
Two Factors ◽  
Experimental Subjects

55 subjects were divided by writing-hand preference and further divided into control and experimental conditions. All subjects were administered a manipulative skill at pretest, counterbalanced for starting hand. Experimental subjects were given 5 practice sessions, and then all subjects were administered a posttest. Posttest scores of both hands of experimental subjects indicated significant improvement as a result of practice, with the nonpreferred hand showing no significant difference from the preferred hand. These findings were related to the etiology of handedness which is hypothesized to involve two factors, one verbal and dichotomous, the other nonverbal and continuous.

Pre- and Posttreatment Comparison of the Kinematics of the Fluent Speech of Persons Who Stutter

1996 ◽  
Vol 39 (5) ◽  
pp. 991-1005 ◽  
Author(s):  
Robin Seider Story ◽  
Peter J. Alfonso ◽  
Katherine S. Harris
Keyword(s):  
Speech Production ◽  
Behavioral Treatment ◽  
Time Interval ◽  
Jaw Movements ◽  
Fluent Speech ◽  
Treatment Conditions ◽  
Before And After ◽  
Experimental Subjects ◽  
Expiratory Flow ◽  
Experimental Group

This study reports changes in acoustic, respiratory, laryngeal, and articulatory kinematics of 3 males who stutter, following participation in a version of the Hollins Precision Fluency Shaping Program. Two nonstuttering controls received no treatment. Subjects repeated phrases of the form "He see CVC again" at self-selected slow, normal, and fast speaking rates. For experimental subjects, acoustic duration of the phrases increased significantly in 7 out of 9 comparisons of before- and after-treatment conditions, whereas controls decreased the duration of the phrases in 4 out of 6 comparisons of measurements made over approximately the time interval during which the experimental group received treatment. The experimental group increased inspiratory volume for 7 out of 9 conditions and average expiratory flow significantly for all conditions, whereas the controls decreased both. The experimental group prolonged laryngeal opening in 6 of 7 comparisons, but only 3 of the increases were significant. Lip and jaw movements for consonants were significantly reduced in amplitude for the experimental group for 30 of 36 measures. The direction of change for laryngeal and upper articulator measures was mixed for controls. These results show that behavioral treatment can produce significant changes in the fluent speech of persons who stutter with respect to respiration, laryngeal valving, and articulation. Possible relationships between the observed changes in speech production and the increased fluency of the subjects are discussed.

scholarly journals Curiosity in Online Video Concept Learning and Short-Term Outcomes in Blended Medical Education

2021 ◽  
Vol 8 ◽  
Author(s):  
Cheng-Maw Ho ◽  
Chi-Chuan Yeh ◽  
Jann-Yuan Wang ◽  
Rey-Heng Hu ◽  
Po-Huang Lee
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Outcomes ◽  
Information Seeking ◽  
Mixed Methods Research ◽  
Online Video ◽  
Short Term ◽  
Factors Affecting ◽  
Video Viewing ◽  
Online Videos

Background: A student's level of curiosity in a subject after learning about it through online videos has not been addressed well in the medical education field. The purpose of this study, therefore, was to investigate online learning's effect on the stimulation of curiosity and short-term learning outcomes in a blended framework of precision medical education.Methods: A mixed-methods research design was used. During the 2020 academic year, all fifth-year medical students who, prior to class, viewed 6 video clips that presented 6 core concepts were invited to complete a survey and self-reflection on their learning process to assess their level of curiosity in each concept. For each group of medical students, teaching assistants helped collect anonymous survey data and summative assessment scores representing the students' learning outcomes. Video-viewing patterns, attained through an action log transformation, were also coded for analysis. Mann–Whitney U and Kruskal–Wallis tests were employed to compare differences between groups, and multiple linear regression was used to select the factors affecting learning outcomes. Qualitative data were content-coded through a descriptive approach using thematic analysis.Results: Of 142 medical students, 136 watched the online videos, 124 responded to the questionnaires, and 92 provided comments. Students' curiosity levels after learning about each concept through online videos significantly correlated with the degree to which a concept was learned. Medical students spent a median of 1.6 h online, and pause frequency correlated with curiosity in certain concepts. Aroused curiosity was associated with short-term learning outcomes in inconsistent effect sizes and directions. Students' feedback revealed various dimensions of curiosity, including novelty acknowledgment, recognition of an information gap, and information-seeking requests.Conclusions: Curiosity can be induced through online video learning platforms and has a role in short-term learning outcomes in medical education.

scholarly journals Impact of Food Preparation Video Exposure on Online Nutrition Education in Women, Infants, and Children (WIC) Program Participants: Retrospective Study (Preprint)

2018 ◽  
Author(s):  
Robert J Bensley ◽  
John J Brusk
Keyword(s):  
Nutrition Education ◽  
Performance Indicators ◽  
Odds Ratio ◽  
Food Preparation ◽  
Online Video ◽  
Educational Session ◽  
Video Viewing ◽  
The Difference ◽  
The Impact ◽  
The Relationship

BACKGROUND The impact of integrating video into health education delivery has been extensively investigated; however, the effect of integrating video on a learner’s subsequent performance in an online educational setting is rarely reported. Results of the relationship between the learner’s online video viewing and subsequent progression toward health behavior change in a self-directed online educational session are lacking. OBJECTIVE This study aimed to determine the relationship between viewing a Health eKitchen online video and key engagement performance indicators associated with online nutrition education for women, infants, and children (WIC). METHODS This study involved a retrospective cohort of users grouped on the basis of whether Health eKitchen exposure occurred before or after completing a nutrition education lesson. A two-sample test for equality of proportions was performed to test the difference in the likelihood of progression between the groups overall and when stratified by lesson type, which was defined by whether the lesson focused on food preparation. Welch two-sample t tests were performed to test the difference in average link depth and duration of use between groups overall and stratified by lesson type. Logistic regression was conducted to validate the impact of video viewing prior to lesson completion while controlling for lesson type and factors known to be associated with WIC key performance indicators. RESULTS A greater stage of change progression was observed for both food preparation (χ2=12.6, P<.001) and non-food preparation (χ2=62.8, P<.001) lessons among early stage users who had viewed a Health eKitchen video before completing a lesson. Time spent viewing educational learning resource links within the lesson was also significantly longer for both food preparation (t=7.8, P<.001) and non-food preparation (t=2.5, P=.01) lessons. Logistic regression analysis corroborated these results while controlling for known confounding factors. The odds of user progression were nearly three times greater among those who viewed a Health eKitchen video prior to lesson completion (odds ratio=2.61; 95% CI=2.08-3.29). Type of lesson (food vs non-food preparation) was the strongest predictor of progression odds (odds ratio=3.12; 95% CI=2.47-3.95). CONCLUSIONS User access to a Health eKitchen video prior to completion of an online educational session had a significant impact on achieving lesson goals, regardless of the food preparation focus. This observation suggests the potential benefit of providing an application-oriented video at the onset of online nutrition education lessons.

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