Evaluation of eyestrain with vertical electrooculogram

Li, Shuai; Hao, Dongmei; Liu, Bing; Yin, Zhijie; Yang, Lin; Yu, Jie

doi:10.1016/j.cmpb.2021.106171

Cited by 6 publications

(6 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…We, therefore, design videos shorter than 5 minutes, as well as those between 10 and 20 minutes. The COVID-19 pandemic has led students to learn by staring at a computer screen for around 30 minutes, which may cause eyestrain and indicate that 30-minute or longer videos may negatively influence learning outcomes (Li et al, 2021). We thus design videos longer than 30 minutes with an aim to comparing their effects with medium and short videos.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Video Length on a Flipped English Classroom

Ming-le

2022

SAGE Open

View full text Add to dashboard Cite

Although the flipped pedagogical approach has been exhaustively explored, the effect of video length remains sparsely studied. Through a mixed design, videos, and three ratio scales, this study determined the effect of video length on English proficiency, student engagement, and satisfaction in a flipped English classroom in China. We concluded that: (1) The short video (shorter than 5 minutes)-assisted English flipped classroom could lead to significantly higher English proficiency, student engagement, and satisfaction than the flipped classroom assisted with medium videos (10–20 minutes); and (2) The medium video-assisted English flipped classroom could lead to significantly higher English proficiency, student engagement, and satisfaction than the flipped classroom assisted with long videos (longer than 30 minutes). Designers of videos could make every effort to provide short videos to improve English proficiency, engagement, and satisfaction. They could also seriously consider a scale, a mobile platform, quizzes, pictures, and multimedia in the future design and innovation of videos.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Effects of Video Length on a Flipped English Classroom

Ming-le

2022

SAGE Open

View full text Add to dashboard Cite

show abstract

“…After the pandemic begins, the increasing use of RO-L&T challenges students’ attention to videos (Revadekar et al, 2020 ). Long videos of the same length as that in the traditional in-person class (about 50 mins) are usually not attractive to students, directly affecting students’ academic performance (Li et al, 2021 ; Turan-Özpolat, 2020 ). Therefore, more studies are beginning to discuss the impact of video length on learning and teaching, to optimize the flipped classroom effectiveness and student experience (Afify, 2020 ; Manasrah et al, 2021 ; Slemmons et al, 2018 ; Yu and Gao, 2022 ).…”

Section: Literature Backgroundmentioning

confidence: 99%

The impact of short videos on student performance in an online-flipped college engineering course

Zhu

Yuan

Zhang

et al. 2022

Humanit Soc Sci Commun

View full text Add to dashboard Cite

The 2020 COVID-19 pandemic has greatly accelerated the adoption of online learning and teaching in many colleges and universities. Video, as a key integral part of online education, largely influences student learning experiences. Though many guidelines on designing educational videos have been reported, the quantitative data showing the impacts of video length on students’ academic performance in a credit-bearing course is limited, particularly for an online-flipped college engineering course. The forced pandemic lockdown enables a suitable environment to address this research gap. In this paper, we present the first step to examine the impact of short videos on students’ academic performance in such circumstances. Our results indicate that short videos can greatly improve student engagement by 24.7% in terms of video viewing time, and the final exam score by 9.0%, both compared to the long-video group. The quantitative Likert questionnaire also indicates students’ preference for short videos over long videos. We believe this study has important implications for course design for future online-flipped engineering courses.

show abstract

“…It has been reported that a high blink rate usually occurred at a high degree of visual fatigue [ 33 ]. When staring at VDT over a long period, the tear film evaporated excessively, causing the external type of visual fatigue [ 24 ]. To relieve the discomfort of visual fatigue, people refreshed the tear film by frequent blinking and prolonging blink duration [ 34 ] and, consequently, reducing blink interval.…”

Section: Discussionmentioning

confidence: 99%

“…Blinks could be detected with the electrooculogram (EOG) signal recorded by skin electrodes placed at opposite sides of the eye [ 19 , 24 ]. However, the attached electrodes may interfere with routine VDT tasks and increase visual fatigue.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of VDT-Induced Visual Fatigue by Automatic Detection of Blink Features

Yin

Liu

Hao

et al. 2022

Sensors

Self Cite

View full text Add to dashboard Cite

This study evaluates the progression of visual fatigue induced by visual display terminal (VDT) using automatically detected blink features. A total of 23 subjects were recruited to participate in a VDT task, during which they were required to watch a 120-min video on a laptop and answer a questionnaire every 30 min. Face video recordings were captured by a camera. The blinking and incomplete blinking images were recognized by automatic detection of the parameters of the eyes. Then, the blink features were extracted including blink number (BN), mean blink interval (Mean_BI), mean blink duration (Mean_BD), group blink number (GBN), mean group blink interval (Mean_GBI), incomplete blink number (IBN), and mean incomplete blink interval (Mean_IBI). The results showed that BN and GBN increased significantly, and that Mean_BI and Mean_GBI decreased significantly over time. Mean_BD and Mean_IBI increased and IBN decreased significantly only in the last 30 min. The blink features automatically detected in this study can be used to evaluate the progression of visual fatigue.

show abstract

Evaluation of eyestrain with vertical electrooculogram

Cited by 6 publications

References 21 publications

Effects of Video Length on a Flipped English Classroom

Effects of Video Length on a Flipped English Classroom

The impact of short videos on student performance in an online-flipped college engineering course

Evaluation of VDT-Induced Visual Fatigue by Automatic Detection of Blink Features

Contact Info

Product

Resources

About