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The purpose of this case study is to discuss the development of a Video-Based Instruction (VBI) intervention in supporting a learner with Autism Spectrum Disorder (ASD) to independently complete a coffee preparation task in a community work setting.

The participant was a student with ASD enrolled in a public high school transition program with work experiences. The VBI was fully developed using an iPad’s built in camera and photos app to develop a sequence of video prompts (VP) demonstrating each step of the coffee preparation task. Baseline and intervention performance data were collected with the use of a 19-step task analysis.

The VBI intervention improved the student’s independent task completion, eliminating the need for external prompts. The student used the iPad to navigate the VP clips and completed all 19 task steps without errors, demonstrating increased independence and task proficiency.

The findings suggest that VBI with the iPad photos app can be an effective instructional strategy for career development individuals with ASD. Future research should explore using VBI with readily accessible technology applications for tasks essential to paid employment for learners with ASD. Additionally, it should examine the involvement of relevant stakeholders in the development and implementation of VBI.

This study uniquely utilized the existing iPad camera and photos app to develop and deliver VBI, highlighting its potential as an accessible tool for developing individualized VBI. The use of widely available technology simplifies the implementation process and may be easily adopted in various career development contexts for learners with ASD.

Previous research found that when exercise partners provided social support to each other, both participants engaged in higher levels of activity (Gellert et al., 2011). These results suggest that there may be benefits to providing inclusive physical activity (PA) programming to individuals with autism; however, little research has explored specific strategies. The purpose of this study is to explore the use of a behavioral intervention consisting of visual social stories and additional intervention components (i.e. prompting, checklists) to teach adolescents/young adults with autism and their workout partners without disabilities to provide social support to one another during partnered PA.

A multiple probe across dyads was used to explore the effects of the intervention on social support (i.e. verbal encouragement and feedback).

The results indicate the treatment was effective during the intervention phase. When partners and settings changed during generalization, results were maintained in all but one participant.

Areas for future research and implications for practice to support inclusive PA for autistics are discussed.

The purpose of this conceptual paper is to define and explore the roles of mentors, the responsibilities and even misconceptions of their position in partnership schools, the characteristics of effective mentors, the gaps that exist in current mentor training and the need for updated and forward-thinking flexible and accessible mentor training as it relates to improvements in University Teacher Preparation Programs and their partnership schools.

The authors detail the process of interviewing a diverse population of mentors and teacher candidates (TCs) who have participated in our professional development (partnership) schools. See Appendices A and B for parallel questions posed during each interview process. Following the interviews, data were gathered in both text and video-based formats to create mentor training video modules to improve the current state of mentor training in our program. Themes were identified following an analysis of both interview intakes, and modules were created to align with these themes.

Following the first rounds of implementation, the authors have reflected and noted that a need for an even more diverse population of both mentors and interns to be interviewed is necessary moving forward. The authors do note an appreciation by mentors and university partners in the quality, flexibility and accessibility that this new video module-based mentor training program provides.

The video-based mentor training modules that the authors detail honor the needs of both new and returning mentors. Via the interviews with teacher candidates, mentors are able to empathize and understand how to be better mentors to their future TCs. Via the scenarios and questions that follow each thematically driven module, mentors are able to independently reflect on their current practices and ways to improve their roles. At any point in the internship year, mentors can return to the video training modules to review and thus improve their practice.

Mentors, university supervisors, teacher candidates and site coordinators (those individuals who identify mentors in their buildings) note improvement in their ability to communicate effectively as a result of being presented with video modules and reflections about the role of mentors from both mentors and TCs.

The authors were called on by leadership in the College of Education at the University to create this original mentor training video module. It is unique to the College of Education at the University. Great value exists in its accessibility, adaptability (we can upload new videos at any time) and representation of both the mentor and TC perceptions, suggestions and experiences in our program.

Drug prevention programs typically focus on providing information on the effects of drugs and developing refusal skills. However, there is evidence that adolescents use substances to cope with stress. As such, integrating mental health literacy is important in prevention programs. The purpose of this study was to test a video-based mental health and substance prevention program for Filipino youth.

The study used a cluster randomized trial and mixed methods design with 623 Filipino adolescents from 12 to 18 years old. The program consisted of six sessions focusing on stress, adaptive coping, effects of substances and drug refusal skills. It uses short psychoeducation videos along with self-reflection, and discussions to increase learner engagement.

Results revealed a significant increase in knowledge and negative attitudes toward substance of participants in the intervention group compared to the control group. Those in the intervention group reported improved use of adaptive coping skills particularly cognitive reappraisal, social support, problem-solving and relaxation compared to the control group.

This study adds to the literature on prevention from under-represented and non-Western contexts such as the Philippines. This study highlights how technology-mediated and integrated mental health and substance use programs can be useful in countries with few resources for mental health.

As video-based interventions are continuously utilized as alternatives to physical site visits, directing students' attention to specific learning contents within videos could increase their comprehension and stimulate their interest. Students' knowledge of construction practice can be reinforced, misconceptions and improper inferences can be reduced by calling out significant learning concepts. However, few studies have formalized practice concepts that could be beneficial in preparing students for the workplace. This paper presents an investigation of construction practice concepts, based on site visits that would be beneficial in complimenting classroom teaching to prepare students for the realities of practice.

A mixed methods research approach was employed combining qualitative and quantitative data collection and analysis. An online questionnaire, semi-structured interviews and a focus group were conducted with industry practitioners and instructors to identify the topics and practice concepts significant for supporting classroom teaching with site visits.

The findings suggest that the most relevant topics typically supported with site visits are preconstruction management, excavation and foundation work, construction equipment, construction means and methods, project management, road construction, sustainability, building systems, structures, construction technology, building construction, capstone, site logistics and safety. Practice concepts were identified for each of these topics.

The study will guide researchers in the design of video-based pedagogical tools to be used as an effective complement of or alternative to site visit experiences. The findings will support instructors on how to structure their teaching practices to prepare students for some of the complexities of the workplace.

This study adds value to the existing literature by providing insights into industry perception of practice concepts for complementing classroom teaching.

The current study examines a novel model that examines how the online and offline or general personality of the same person predicts social identification with the endorser in a message and their subsequent online behaviors (e.g. ad-skipping) on social media, both differentially and simultaneously.

Real-time ad-skipping behaviors were tracked and analyzed across three online experiments.

The results supported the model explicating the dual and simultaneous influence of offline and online personalities on ad-skipping behaviors. Specifically, in response to a skippable video ad, online and offline personalities respectively increase and decrease viewers’ identification with the endorser. Consequently, the higher or lower the identification, the lower or higher the rate of ad-skipping behaviors.

The current study will benefit from a larger set of real-world data (i.e. big data) to enhance the generalizability of the findings, supporting the model.

With the growing prevalence of the gap between online and offline self-identities driven by social media usage, this paper suggests that the ad message needs to address the dual influence of both online and offline identities on ad-skipping behaviors.

The current study tests a novel model that shows that the online and offline personalities of the same person concurrently influence one’s behavior on the Internet, rather than separately.

This conceptual paper aims to demonstrate a holistic, multifaceted framework of interest development, information search, and knowledge construction (ISK) on children’s diverse information search behaviors.

By reviewing previous literature on children’s interest development, online information seeking and search, and knowledge construction, we propose the ISK framework. Then, we provide example case studies with pilot analyses using qualitative approaches (e.g. video-based interaction analysis, thematic analysis) showing how the framework can be applied to different types of authentic information-seeking situations for children.

The ISK framework demonstrates the multifaceted interplays between children’s information behavior and their cognitive and affective development. This framework was supported using previous studies and pilot empirical applications. We also included potential research questions that could be addressed using the framework.

Our paper provides a conceptual grounding to an in-depth, multidimensional understanding of children’s information behavior, which have been limitedly addressed in previous studies. Considering that children begin to search from their early stage of development and their search behaviors are tightly associated with other developmental states, our paper highlights the importance of investigating children’s search and information seeking and provides theoretical and empirical implications.

Scholars of persuasion have long made a distinction between appeals to logic, emotion and authority- logos, ethos and pathos- but ideas developed to account for live face-to-face conversation processes must also be tested in new media. We aimed to test the effectiveness of these three strategies in one-to-one chats through different communication media.

With a 3 × 3 × 2 between-subject factorial design, we tested these three strategies in one-to-one chats (female–female or male–male pairs) through three communication media: face-to-face, Skype video or Skype text. The persuasion scenario was adapted from prior studies in which students were presented with the idea of requiring a comprehensive exam as part of their degree. The participants were all undergraduate students of a major university in USA.

Our results showed trivial differences between female–female and male–male conditions. The logos appeal worked best overall in persuading the participants to change their reported attitudes. Additionally, the explanations provided by the participants for their own opinions were most like the persuasion scripts in the logos condition compared to the other two appeal conditions. Separately, participants indicated some disapproval of the pathos appeal in the text-based chat condition, although this did not seem to make a difference in terms of actual attitude change.

One major limitation of our study is that our subjects are college students and therefore are not representative of Internet users in general. Future research should test these three types of persuasion strategies on people of diverse backgrounds. For example, while logos seems to be most effective strategy in persuading college students (at least in our study), pathos or ethos may be more effective when one attempts to persuade people of different backgrounds.

Although it is enough for a statistical test, our sample size is still relatively small due to constraints on time, personnel and funding. We also recognize that it is challenging both conceptually and empirically to compare the effectiveness of three persuasion strategies separately.

Our findings suggest it is helpful to use fact-checking tools to combat disinformation in cases where users may not have sufficient domain knowledge or may not realize the need to identify or examine the given information. Additionally, it may require more effort to negate the impact of the disinformation spread than correcting the information, as some users may not only believe false information but also may start to reason in ways similar to those presented in the disinformation messages.

Past studies on online persuasion have limitedly examined whether and how communication media and persuasion strategies interact in one-to-one persuasion sessions. Our experiment makes an attempt to close this gap by examining the persuasion process and outcome in three different communication media and with three different persuasion strategies.

Previous research suggests that emotional intelligence (EI) may benefit managers when resolving conflicts. However, past studies relied on self-reports of EI and conflict management styles, and a theoretical model explaining the mechanisms of the link between EI and conflict management outcomes for managers is still missing. This study aims to test a theoretical model proposing that during conflicts, managers with higher performance-based ability EI are perceived as warmer and more competent, which in turn contributes to higher conflict management effectiveness.

A total of 108 Executive MBA students with managerial experience completed a performance-based EI test designed for the workplace and engaged in a conflict management exercise during which they were videotaped. In the exercise, managers spontaneously responded to video-based vignettes in which “employees” addressed them regarding a work-related conflict (e.g. a disagreement regarding tasks and working hours). Independent observers (n = 262) rated the managers’ videotaped responses on items tapping warmth, competence and conflict management effectiveness.

Managers with higher performance-based EI (in particular, emotion regulation in oneself and emotion management in others) received higher observer ratings on warmth, competence and conflict management effectiveness. Warmth and competence fully mediated the link between EI and effectiveness.

These results demonstrate that managers’ performance-based EI translates into actual work-related behaviors and outcomes. Implications for training EI and effective conflict management are discussed.

Public service announcements (PSAs) have been shown to be effective instruments that raise awareness, educate society, and change behaviors and attitudes. Many governments and organizations have utilized PSAs on social media to promote online safety among children and youth. However, we have limited understanding of the range of topics that these PSAs address and how they present their content to audiences. This study provides an inventory of the types of online safety topics that current PSAs address and a catalogue of the types of persuasive features employed by PSAs.

A content analysis of 220 YouTube PSA videos on online safety was conducted. Various topics under the umbrella of online safety were identified. Guided by the prospect theory and exemplification theory, different persuasive features employed in the PSAs were sought.

The findings highlight that the primary focus of these PSAs is on online safety behaviors and general instructions on online hygiene. Interestingly, nearly half of the videos employ a neutral frame, while a significant portion provides no evidential support. Additionally, video length was associated with the number of views and likes it gathered but not with the number of comments.

The inventory of PSAs can help researchers, practitioners, and policymakers better understand the type of content being produced and disseminated online as well as identify topics that are either over or under-represented. Further, the catalogue of the types of persuasive features employed by PSAs would be helpful in guiding research, practice, and policymaking in the context of creating effective online safety videos.