Search results

While some may perceive technology as disruptive in higher education, this chapter makes a case that video technology can be used to increase collaboration and engagement in learning and teaching. It is argued that digital storytelling can be integrated as part of the assessment in graduate-level courses without compromising expectations related to academic rigor. Rather, digital storytelling advances multimedia literacy for the individual and supports the generation of bounded learning communities, specifically in online and blended programmes. Covering social presence, teaching presence and cognitive presence, the chapter draws on two examples of digital storytelling used in the MA in Conflict Analysis and Management and the MA in Global Leadership at Royal Roads University, Canada. Overall, the chapter makes a contribution to the conversation of how assessment formats can be updated to match the shift from traditional, lecture formats and brick-and-mortar institutions to applied, collaborative programmes that are often delivered in blended and online formats. Thus, as the field of higher education continues to evolve and adapt alongside technological innovations, the chapter suggests that digital storytelling can be one way to complement and update assessment formats to match the evolution of the twenty-first century.

Purpose – This paper aims to provide an initial understanding of the constraints that historical video collections pose to video retrieval technology and the potential that online access offers to both archive and users. Design/methodology/approach – A small and unique collection of videos on customs and folklore was used as a case study. Multiple methods were employed to investigate the effectiveness of technology and the modality of user access. Automatic keyframe extraction was tested on the visual content while the audio stream was used for automatic classification of speech and music clips. The user access (search vs browse) was assessed in a controlled user evaluation. A focus group and a survey provided insight on the actual use of the analogue archive. The results of these multiple studies were then compared and integrated (triangulation). Findings – The amateur material challenged automatic techniques for video and audio indexing, thus suggesting that the technology must be tested against the material before deciding on a digitisation strategy. Two user interaction modalities, browsing vs searching, were tested in a user evaluation. Results show users preferred searching, but browsing becomes essential when the search engine fails in matching query and indexed words. Browsing was also valued for serendipitous discovery; however the organisation of the archive was judged cryptic and therefore of limited use. This indicates that the categorisation of an online archive should be thought of in terms of users who might not understand the current classification. The focus group and the survey showed clearly the advantage of online access even when the quality of the video surrogate is poor. The evidence gathered suggests that the creation of a digital version of a video archive requires a rethinking of the collection in terms of the new medium: a new archive should be specially designed to exploit the potential that the digital medium offers. Similarly, users' needs have to be considered before designing the digital library interface, as needs are likely to be different from those imagined. Originality/value – This paper is the first attempt to understand the advantages offered and limitations held by video retrieval technology for small video archives like those often found in special collections.

The purpose of this paper is to review the development and potential applications of emerging information and communication technologies (ICTs) in sports. The case studies are presented in details: computer system for tracking and visualisation in TV broadcasting and players/teams performance analysis in football. The paper concludes with the authors’ opinion that future implementation of digital technologies, in the first instance, goal-line technologies, to support accurate, practical and reliable decision making in sports is highly needed and represent a basis for further increase in the commercial value of the pre-eminent global sport.

The research utilised an exploratory approach to data gathering due to the fact that the topic is new and data are difficult to collect. The topic is analysed using case study method.

The research found that there is an emerging market to extend the reach of digital technologies adapted for sports industry and sports events. Increasingly, developers are exploring and exploiting the vast potential of the ICTs to create value in the field of sports events. The development of emerging technologies create new opportunities that sports industry demands a growing range of innovative solutions for the purposes of decision making to be tested and accepted in the near future.

The research is based on data limitations related to the innovative ICT solutions, the rules of the game which significantly limit the scope for product innovation and a need to make a decision on application of an adequate solution within a short time period. In order to develop the extensive research results in the future, more information will be available after the termination of ongoing testing procedure.

It is evident that digital video processing has found many applications in sports content analysis and TV broadcasting of competitive sports. The governing bodies should be aware of their role to support successful innovation which requires the coordinated action of all the actors who play vastly different roles in its commercialisation process.

The paper emphasises how much technology has added to communication and economic potential of sports events, underlying that issue of video technology application to ease decision making in football is currently one of the most pressing matters due to constant arrival of new cases concerning “incorrect” decisions that add fuel to the controversy. The football authorities have finally recognised that the game has to be responsive to the concerns and suggestions of its customers.

This study aims to investigate how different menu types trigger diners’ behavioral intentions in restaurants’ innovation diffusion from paper to digital menus.

Four menu types, namely, paper menus with text only, paper menus with text and images, digital menus that show text and images or text and video with self-service technological functionality, are designed to empirically examine a mental process through which perceived information quality, perceived food quality and perceived service quality influence diners’ behavioral intentions.

Based on the online survey data from 502 diners, results show that the menu design influences customers’ perceptions. The video-based digital menu is the most effective to generate diners’ behavioral intentions, followed by a paper menu with text and images.

This study contributes to the innovation diffusion theory and stimulus-organism-responses theory to encourage the joint use of auditory and visual channels for digital menu design in restaurants.

The authors confirm the digital transformation in menu design in restaurants. Restaurant diners are also prepared and comfortable with digital menus, especially in the postpandemic world.

本研究目的在于调查在餐厅从纸质菜单到数字菜单的创新扩散过程中, 不同菜单类型如何影响餐厅客人的行为意向。

通过设计并使用四种菜单类型, 分别为只有文本的纸质菜单、具有文本和图片的纸质菜单、显示文本和图片或文本和视频的数字菜单以及具有自助技术功能的数字菜单, 本研究以实证方法考察了感知信息质量、感知食品质量和感知服务质量如何影响餐厅客人的行为意向的心理过程。

根据对502名餐厅客人的在线调查数据显示, 菜单设计影响了客人的感知。基于视频的数字菜单是影响餐厅客人行为意向最有效的菜单类型, 其次是文本和图片的纸质菜单。

本研究表明应鼓励在餐厅数字菜单设计中同时使用听觉和视觉元素。因此, 为研究促进了创新扩散理论和刺激-有机体-反应理论的发展。

我们证实了数字菜单在餐厅菜单设计中的转型。餐厅客人, 尤其是在在后疫情时代, 已经准备好并愿意接受使用数字菜单。

To explain how digital video editing can help foster reflective pedagogical thinking for pre-service teachers (PSTs).

PST education has emphasized reflective thinking, particularly through the use of video as a means to view teaching vignettes. As the process of editing videos involves recursive viewings and numerous multimodal choices in representing the raw footage, this chapter outlines two disciplinary PST courses (English and science) where they used digital video editing to create narratives of and reflect on their teaching lesson.

PSTs who edited their teaching promoted reflexive thinking about their content learning, provided a means to critique their teaching context, pedagogy, and assessment, and served to shift their attention from PST as learner to student as learner.

Using digital video allows teachers, through the recursive process of editing their footage, to emphasize reflection on content area learning, planned and enacted pedagogy, and context-based and learner-centered approaches to teaching.

This paper aims to investigate children’s experience as consumers of video games and associated digital communication technology, and the role this experience may play in their evolving senses of identity.

Qualitative depth interviews and discussions were conducted in a convenience sample consisting of 22 children of both genders aged 6-12 years, parents and video games company executives in the southwest of the UK. The fully transcribed data sets amounting to some 27,000 words were analysed using discourse analysis.

The findings revealed the heightened importance that the knowledge of video games plays in children’s strategies for negotiating their nascent sense of identity with regard to peer groups, family relationships and gender identity. Video games were not only a leisure activity but also a shared cultural resource that mediated personal and family relationships.

The study is based on an interpretive analysis of data sets from a small convenience sample, and is therefore not statistically generalisable.

This study has suggested that there may be positive benefits to children’s video game playing related to aspects of socialisation, emotional development and economic decision-making. An important caveat is that these benefits arise in the context of games as part of a loving and ordered family life with a balance of activities.

The study hints at the extent to which access to video games and associated digital communications technology has changed children’s experience of childhood and integrated them into the adult world in both positive and negative ways that were not available to previous generations.

This research addresses a gap in the field and adds to an understanding of the impact of video games on children’s development by drawing on children’s own expression of their subjective experience of games to engage with wider issues of relationships and self-identity.

The purpose of this paper is to provide a review of developments in the USA related to digital rights management (DRM) through legal, technological, and market developments in recent years.

This article summarizes recent developments in DRM in two areas. First is the legal landscape, including copyright law developments that apply to digital content and attempts to impose DRM technology through legislation and litigation. Second are recent advances in DRM‐related technology and developments in digital content markets that are based on DRM. In both cases, USA developments are compared with the situation in Europe.

Developments in American copyright law, DRM technology, and digital content markets exert heavy influences on the spread of DRM in Europe, but the legal and technological frameworks are not different, giving rise to incompatibilities.

DRM technologies need to evolve differently for European markets, because they need to exist in the context of fundamentally different copyright law frameworks (e.g., Private Copying) and incumbent technologies (e.g., Conditional Access television).

European readers of this paper should gain an understanding of American DRM technology and its legal context, and how they influence developments in Europe.

This paper asks the reader to consider future information retrieval services that return multimedia documents containing any combination of text, graphics, still raster images, audio, and motion video in response to user queries. It then argues that the emergence of generally available multimedia information services depends on four things: (1) close to ubiquitous high‐bandwidth networks; (2) inexpensive user appliances capable of handling multimedia; (3) adoption of standards for representation, compression, packaging and transport of multimedia information; and (4) development of a corpus of multimedia information and associated infrastructure for organizing and searching it. After some explanation, it asserts that the first three are already happening and expresses reserved optimism about the fourth.

This study explored the impact of integrating digital tools on professional preparation in literacy, specifically an online digital video portal for teachers’ self-observation of instructional practice.

As a design experiment (Bradley & Reinking, 2011), a graduate-level Reading Education course was revisioned for blended learning to accommodate the professional development of practicing teachers in a rural, remote context. This chapter focuses on understanding how teachers experience video as a platform for reflection on and improvement of practice, with implications for those who seek to incorporate digital video into literacy professional development.

Through video analysis mediated by the use of a self-evaluation guide and a collaborative, online community, teacher-learners reflected on their own and their peers’ pedagogy and language interactions with students. After overcoming initial struggle with watching themselves on the video, the close analysis of clips became a powerful catalyst for professional growth. Teachers’ reflections shifted from outward-directed to inner-directed.

To successfully integrate video analysis in Reading Education practicums and professional development for in-service teachers, consideration should be given to technical as well as pedagogical components. Purposefully building in various scaffolds, for example, technical tutorials, prompts to focus video analysis, and safe platforms for sharing and collaboration, proved to be beneficial for teacher-learners in our courses.

Multimedia is the integration of text, graphics, sound, still and moving images all on the same medium. Examples are television, videotapes and videodiscs—but these are often some‐what inflexible because the viewer/user cannot interact and actively participate in any real sense with the material being viewed because the user, despite seemingly being in control (e.g. with a videodisc), has to go where the program goes.