Hypervideo for educational purposes: a literature review on a multifaceted technological tool

Sauli, Florinda; Cattáneo, Alberto; Meij, Hans van der

doi:10.1080/1475939x.2017.1407357

Cited by 52 publications

(37 citation statements)

References 43 publications

(62 reference statements)

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“…Behavioral learning tasks involved simple as well as complex motor action (Wolpert & Flanagan, 2001), the collaboration with others (Dillenbourg, 1999), as well as educational games (Prensky, 2007) and the playing of professional roles. The coded digital media involved digital text, photo, video, as well as "hypervideo" (Sauli et al, 2018) and 3D virtual environments (Dalgarno & Lee, 2010), which being presented with a head-mounted display (Carruth, 2017) were "immersive" (Dede, 2009;Slater et al, 2009), i.e., spatially including their viewer, or which being presented on a desktop display or tablet were "non-immersive", i.e., spatially excluding their viewer. In addition, the authors also coded the sample size investigated, and the research method used in the reviewed publications as well as the type of data that were collected.…”

Section: Methodsmentioning

confidence: 99%

Situating Vocational Learning and Teaching Using Digital Technologies - A Mapping Review of Current Research Literature

Dobricki¹,

Evi-Colombo²,

Cattáneo³

2020

IJRVET

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Context: The ongoing change of work life by digital technologies requires vocational education and training (VET) to adapt constantly. This "digital transformation" of work life gives therefore rise to the question how to advance the use of digital technologies in VET. A possible answer may be found by considering that VET should be transferable to work life. This goal may be achieved by coupling educational activities with examples of work situations. Such situated education may be accomplished by using digital technologies. Until five years ago this mainly consisted in using digital photos, videos, and the internet for educational scaffolding or learning tasks. In research this situated digital VET taxonomy is currently expanding. Hence, the use of digital technologies in VET may be advanced by considering current research literature on situated digital VET.Method: Here, we have searched and reviewed scientific publications on situated digital VET published in the past five years. In the peer-reviewed publications that we had selected, we first identified which digital technologies were used for situated VET and which educational activities were coupled with work situation examples. Subsequently, we identified the categories to which the publications could be grouped together by analyzing the content of their full texts. Results: Situated digital VET was accomplished in about half of the reviewed publications by a digital video on a work situation, and in almost half of the publications by a work situation presented in a 3D virtual environment. Digital videos on work situations mostly served all types of learning tasks and rather rarely educational scaffolding. Work situations presented in 3D virtual environments mostly served cognitive or behavioral learning tasks and never educational scaffolding. Situated digital VET was moreover accomplished by using the digital representation of a work situation that either had occurred previously or that was immediately taking place. Conclusions: Our findings suggest that retrospectively and immediately situated digital VET may be the two categories of an up-to-date basic taxonomy of situated digital VET. Hence, an important question to investigate for advancing the use of digital technologies in VET is the following: Which of the two identified types of situated digital VET can facilitate which kind of vocational learning? Based on the reviewed publications we are not able to give any answers to this. Hence, there is a massive need to investigate which kind of vocational learning can be facilitated by retrospectively, and which by immediately situated digital VET.

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Section: Methodsmentioning

confidence: 99%

Situating Vocational Learning and Teaching Using Digital Technologies - A Mapping Review of Current Research Literature

Dobricki¹,

Evi-Colombo²,

Cattáneo³

2020

IJRVET

Self Cite

View full text Add to dashboard Cite

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“…Their work proves to be significant in terms of complexity and computationally less expensive than other LDA-based segmentation methods. F. Sauli [7] researched hyper videos that introduce hyperlinks within a video. The work focuses on the educational domain and provides clickable access to video components like pictures, web pages, and text.…”

Section: ) Existing Approaches For Automatic Video Indexingmentioning

confidence: 99%

Video Index Point Detection and Extraction Framework Using Custom YoloV4 Darknet Object Detection Model

et al. 2021

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The trend of learning from videos instead of documents has increased. There could be hundreds and thousands of videos on a single topic, with varying degrees of context, content, and depth of the topic. The literature claims that learners are nowadays less interested in viewing a complete video but prefers the topic of their interests. This develops the need for indexing of video lectures. Manual annotation or topic-wise indexing is not new in the case of videos. However, manual indexing is time-consuming due to the length of a typical video lecture and intricate storylines. Automatic indexing and annotation is, therefore, a better and efficient solution. This research aims to identify the need for automatic video indexing for better information retrieval and ease users navigating topics inside a video. The automatically identified topics are referred to as "Index Points." 137-layer YoloV4 Darknet Neural Network creates a custom object detector model. The model is trained on approximately 6000 video frames and then tested on a suite of 50 videos of around 20 hours of run time. Shot Boundary detection is performed using Structural Similarity fused with a Binary Search Pattern algorithm which outperformed the state-of-the-art SSIM technique by reducing the processing time to approximately 21% and providing around 96% accuracy. Generation of accurate index points in terms of true positives and false negatives is detected through precision, recall, and F1 score, which varies between 60-80% for every video. The results show that the proposed algorithm successfully generates a digital index with reasonable accuracy in topic detection.

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“…Hypervideos are based on the same notion as hypertext i.e., hypertext ideas applied on a video [27] with earliest method for video branching proposed as early as 1965 [28]. Boissiere propose a system to identify topic changes in news broadcast by searching for special characters like '>>' placed by transcribers in news transcript to segment the video and provide hyperlinks to the identified segment [29].…”

Section: Hypervideosmentioning

confidence: 99%

“…In recent survey papers, Sauli et al [27], Meixner [44] define the following as the primary aspects of all hypervideos base approaches.…”

Section: Hypervideosmentioning

confidence: 99%

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Automatic Transformation of a Video Using Multimodal Information for an Engaging Exploration Experience

et al. 2020

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Exploring the content of a video is typically inefficient due to the linear streamed nature of its media and the lack of interactivity. While different approaches have been proposed for enhancing the exploration experience of video content, the general view of video content has remained basically the same, that is, a continuous stream of images. It is our contention that such a conservative view on video limits its potential value as a content source. This paper presents An Alternative Representation of Video via feature Extraction (RAAVE), a novel approach to transform videos from a linear stream of content into an adaptive interactive multimedia document and thereby enhance the exploration potential of video content by providing a more engaging user experience. We explore the idea of viewing video as a diverse multimedia content source, opening new opportunities and applications to explore and consume video content. A modular framework and algorithm for the representation engine and template collection is described. The representation engine based approach is evaluated through development of a prototype system grounded on the design of the proposed approach, allowing users to perform multiple content exploration tasks within a video. The evaluation demonstrated RAAVE’s ability to provide users with a more engaging, efficient and effective experience than a typical multimedia player while performing video exploration tasks.

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Hypervideo for educational purposes: a literature review on a multifaceted technological tool

Cited by 52 publications

References 43 publications

Situating Vocational Learning and Teaching Using Digital Technologies - A Mapping Review of Current Research Literature

Situating Vocational Learning and Teaching Using Digital Technologies - A Mapping Review of Current Research Literature

Video Index Point Detection and Extraction Framework Using Custom YoloV4 Darknet Object Detection Model

Automatic Transformation of a Video Using Multimodal Information for an Engaging Exploration Experience

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