OpenCast Matterhorn 1.1

Brooks, Christopher; Ketterl, Markus; Hochman, Adam; Holtzman, Josh; Stern, Judy E.; Wunden, Tobias; Amundson, Kristofor; Logan, Greg; Lui, Kenneth; McKenzie, Adam; Meyer, Denis; Moormann, Markus; Rihtar, Matjaz; Rolf, Ruediger; Skofic, Nejc; Sutton, Micah; Vazquez, Ruben Perez; Wulff, Benjamin

doi:10.1145/2072298.2072424

Cited by 16 publications

(2 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The video content possibilities pertaining to speaking skills are endless. Brooks and Ketterl (2011) supported this matter by stating, the use of video-based learning is limitless and modern. The said video content could be an interview, a presentation, a meeting, and the list goes on.…”

Section: Discussionmentioning

confidence: 99%

Tertiary Students’ Perceptions On Using 360-Degree Videos To Enhance Speaking Skills

Kamal¹

2022

The European Proceedings of Multidisciplinary Sciences

View full text Add to dashboard Cite

The study investigates tertiary students' perceptions of using 360-degree videos to enhance their speaking skills and explores factors influencing students' perceptions of using 360-degree videos to improve speaking skills. These videos are still new but they are quite common so students can gain access easily. Data is collected from 100 participants of a university in Perak, Malaysia. A quantitative design is applied and a survey-based. There are three-sectioned questionnaires that are segregated through Google Forms. The data is analyzed through frequencies, percentages, median and interquartile ranges. The results indicated a mostly positive and welcoming reception of 360-degree videos to enhance speaking skills. However, certain matters are addressed in the findings. Several implications can be derived from the study. First, this research increases the awareness amongst students of all levels that this technology exists and can enhance their speaking capabilities. From an educator's standpoint, this study can help them to diversify their teaching methods especially involving speaking skills.

show abstract

Section: Discussionmentioning

confidence: 99%

Tertiary Students’ Perceptions On Using 360-Degree Videos To Enhance Speaking Skills

Kamal¹

2022

The European Proceedings of Multidisciplinary Sciences

View full text Add to dashboard Cite

show abstract

“…With the improvement of network speed and the popularity of mobile devices over the past decades, videos can be easily assessed on the World Wide Web through platforms such as YouTube and iTunes (Brooks et al, 2011; Maniar et al, 2008). VBT contains deliberately designed visual cues to draw learners' attention during the learning process, and the dynamic details enable learners to better understand the learning contents (Ahmet et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

To simulate or not to simulate? Comparing the effectiveness of video‐based training versus virtual reality‐based simulations on interpersonal skills development

Akdere

Jiang

Acheson

2021

Human Resource Dev Quarterly

View full text Add to dashboard Cite

Emerging technologies coupled with the power of big data will transform organizations, requiring drastic changes to traditional approaches in training, communications, and team collaboration, to name only a few examples. Scholars and practitioners in the HRD field are tasked with empirically studying these new phenomena in order to assist both employees and organizations in effectively transitioning to future work. The advent of technological innovations has opened a new frontier of simulated training, including virtual reality‐based simulations (VRBS). But are these innovations more effective than traditional approaches, such as video‐based training (VBT)? Empirical investigations of these emerging technologies have been limited in the field of HRD. The current study addresses the gap in the HRD literature by conducting the first empirical research related to VR technology and its impact on training. The paper examines VRBS with a mixed methods research design within the interpersonal skills training context, experimentally comparing the effectiveness of this new medium to more traditional training platforms such as VBT. Results were mixed, with all hypotheses at least partially supported by data. Findings suggest that VR does engage trainees more fully and generate more transferable knowledge than video. The paper triangulates quantitative and qualitative data to draw conclusions and highlight issues that are emerging along with this new technology.

show abstract

The Data-Assisted Approach to Building Intelligent Technology-Enhanced Learning Environments

2014

View full text Add to dashboard Cite

OpenCast Matterhorn 1.1

Cited by 16 publications

References 5 publications

Tertiary Students’ Perceptions On Using 360-Degree Videos To Enhance Speaking Skills

Tertiary Students’ Perceptions On Using 360-Degree Videos To Enhance Speaking Skills

To simulate or not to simulate? Comparing the effectiveness of video‐based training versus virtual reality‐based simulations on interpersonal skills development

The Data-Assisted Approach to Building Intelligent Technology-Enhanced Learning Environments

Contact Info

Product

Resources

About