Standardized Judgment Method of Shooting Training Action Based on Digital Video Technology

Aiming at the difficulty of standardizing the action of basketball shooting training, a new method of standardizing the action of basketball shooting training is proposed based on digital video technology. The digital video signal representation, video sequence coding data structure, and video sequence compression coding method are analyzed, and the pixels of basketball shooting training action position space are sampled to collect basketball shooting training images. The time difference method is used to extract the movement target of basketball shooting training from a digital video sequence. Based on digital video technology, the initial background image is estimated, and the update rate is introduced to update the background estimation image. According to the pixel value sequence of the basketball shooting training image, the pixel model of the basketball shooting training image is defined and modified. By judging whether the defined pixel value matches the background parameter model, the standardization of shooting training can be realized. The experimental results show that the proposed method has good stability, high precision, and short time in determining the standardization of shooting movement, can correct the wrong shooting movement in real time, and can effectively guide basketball shooting training.

The Moderating Role of Academic Discipline in Acceptance of Video Technology for Educational Purposes

This study aims to investigate the role played by academic discipline differences in terms of their influence on the acceptance of video technology being used for educational purposes by higher education students. The research model was based on Technology Acceptance Model in which academic discipline (hard, pure, soft, applied) was involved as a moderator variable.Data were collected from 240 students using a questionnaire on which the partial least-squares structural equation modelling and the Henseler's multi-group analysis were used to compare differences among academic discipline-groups. In summary, results show that the degree of importance attached to perceived usefulness, perceived ease of use and attitude toward video use when students explain the intensity of their instructional video usage differs between hard/soft, and pure/applied academic disciplines. In the case of hard-pure subjects (e.g. natural sciences) and hard-applied subjects (e.g. engineering or computer science) the intensity of video usage, as a learning resource, is mostly determined by the students' expectations in relation to the effortlessness (or otherwise) of learning with videos. In the case of soft-pure subjects (such as sociology) and soft-applied subjects (such as law and business studies) positive/negative feelings associated with video usage also play an important role in the intensity of video usage as a learning resource. The degree to which a student believes that using videos would enhance his or her learning has a stronger influence on the intensity of video usage in the case of soft-pure subjects than in the case of soft-applied subjects.

Content Development for a Virtual Social Engagement Intervention

Video technology has the potential to provide older adults with socially and cognitively engaging activities for in-home participation. We are exploring use of OneClick.chat, a video technology platform, to present older adults with and without mild cognitive impairment opportunities for engagement. In collaboration with iN2L we have developed events that will facilitate conversations that do not rely on episodic memory, cover a range of topics, and represent different cultures and interests. We selected event topics that were positive, socially and cognitively engaging, and included a range of pictures based on our previous research. Events were carefully controlled for length of presentation, picture type, and readability. Discussion questions related to the events were designed to stimulate engaging conversations through open-ended questions and to not burden memory recall or enforce stereotypes. Our work highlights potential future avenues for researchers and home and community-based organizations to use technology to promote social engagement.