• Journal of the Ergonomics Society of Korea
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• v.34 no.6
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• pp.597-607
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• 2015

Objective: The purpose of this study is to identify the effects of sign language video location in e-learning system for the hearing-impaired. Background: E-learning education is a good way to resolve the inequality of education for the disabled. Providing a sign language video in e-learning education for the hearing-impaired is very important for their learning. Although the location of sign language video is an important factor in the design of the video, the effect of its location in learning using the e-learning system was not studied. Method: In order to identify the effect of sign language video location on the learning of the hearing-impaired using the e-learning system, the prototypes of the system with different locations were developed. Eighteen people with hearing impairment participated in this experiment. Learning presence, learning immersion, and learning satisfaction were used to measure learning effects with sign language video location. Results: Bottom right position was more preferred through preference evaluation for sign language video location. The learning effect with sign language video location (bottom-left and bottom-right) was not significant. That is, the effects of learning presence, immersion, and satisfaction were not statistically significant with video location. Conclusion: From this study, the following have to be considered in e-learning system design for the hearing-impaired. Although the location of a sign language video is not a significant factor from the experiment, the bottom right position in the design is proposed because learning presence and satisfaction is slightly higher at the bottom right position, and the position is preferred from subjective evaluation. From the analysis of interview data, it was also proposed that the design of a sign language video should be improved for the hearing-impaired. Application: The result of this study can be applied to the e-learning system design for the hearing-impaired.

• Educational Technology International
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• v.23 no.2
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• pp.129-155
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• 2022

This study sought to design and develop an interactive video player (IVP) capable of promoting student engagement through the use of online video content. We designed features built upon interactive, constructive, active, passive (ICAP), and crowd learning frameworks. In the development stage of this study, we integrated numerous interactive features into the IVP intended to help learners shift from passive to interactive learning activities. We then explored the effectiveness and usability of the developed IVP by conducting an experiment in which we evaluated students' exam scores after using either our IVP or a conventional video player. There were 158 college students who participated in the study; 76 students in the treatment group used the IVP and 82 students in the control group used a conventional video player. Results indicate that the participants in the experiment group demonstrated better achievement than the participants in the control group. We further discuss the implications of this study based on an additional survey that was administered to disclose how usable the participants perceived the IVP to be.

• Educational Technology International
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• v.25 no.1
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• pp.27-65
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• 2024

The purpose of this study was to identify differences in learning patterns according to content complexity in video-based learning environments and to derive variables that have an important effect on learning achievement within particular learning contexts. To achieve our aims, we observed and collected data on learners' cognitive processes through perceived affordances, using behavioral logs and eye movements as specific indicators. These two types of reaction data were collected from 67 male and female university students who watched two learning videos classified according to their task complexity through the video learning player. The results showed that when the content complexity level was low, learners tended to navigate using other learners' digital logs, but when it was high, students tended to control the learning process and directly generate their own logs. In addition, using derived prediction models according to the degree of content complexity level, we identified the important variables influencing learning achievement in the low content complexity group as those related to video playback and annotation. In comparison, in the high content complexity group, the important variables were related to active navigation of the learning video. This study tried not only to apply the novel variables in the field of educational technology, but also attempt to provide qualitative observations on the learning process based on a quantitative approach.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.53-64
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• 2020

As online learning forms centered on video lectures become more common and constantly increasing, the video-based learning environment applying various educational methods is also changing and developing to enhance learning effectiveness. Learner's log data has emerged for measuring the effectiveness of education in the online learning environment, and various analysis methods of log data are important for learner's customized learning prescriptions. To this end, the study analyzed learner behavior data and predictions of achievement by machine learning in video-based learning environments. As a result, interactive behaviors such as video navigation and comment writing, and learner-led learning behaviors predicted achievement in common in each model. Based on the results, the study provided implications for the design of the video learning environment.

• Journal of Distribution Science
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• v.21 no.9
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• pp.43-53
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• 2023

Purpose: This study aims to examine the demographic similarities and differences in objectives, methodology, and findings of previous studies in the context of gaining financial literacy using videos. This study employs a systematic review design. Research design, data and methodology: Based on the content analysis method, 15 articles were chosen from Scopus and Science Direct during 2015-2020. After formulating the research questions, the paper identification process, screening, eligibility, and quality appraisal are discussed in the methodology. The keywords for the advanced search included "Financial literacy," "Financial Education," and "Video". Results: The results of this study indicate the effectiveness of learning financial literacy using videos. Significant results were obtained when students interacted with the video content distribution. The findings of this study provide an overview and lead to a better understanding of the use of video in financial literacy. Conclusions: This study is important as a guide for educators in future research and practice planning. A systematic review on this topic is the research gap. Video learning was active learning that involved student-centered activities that help students engage with financial literacy. By conducting a systematic review, researchers and readers may also understand how extending an individual's financial literacy may change after financial education.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2022.11a
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• pp.171-174
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• 2022

Weakly-supervised learning is a widely adopted approach in video anomaly detection whereby only video labels are utilized instead of expensive frame-level annotations. Since the success of multi-instance learning (MIL), almost all recent approaches are based on maximizing the margin between the set of abnormal video snippets and those of normal video snippets. In this work, we present a simple contrastive approach for weakly supervised video anomaly detection (WS-VAD) with aims to enhance the performance of existing models. The method is generic in nature and introduces a loss function to encourage attraction of output features from the same video class and repel those from different video classes. Experimental results demonstrate our method can be applied to existing algorithms to improve detection accuracy in public video anomaly dataset.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.141-148
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• 2019

The purpose of this study is to analyze and compare the effectiveness of elementary in e-Learning video lessons. In an elementary school where the educational videos are frequently used, the learning about video materials is important but it is difficult to judge all students by a teacher in a classroom. In order to solve the problems of the field, In the fifth-grade elementary school social studies class, learning using video material was conducted by using the online learning judgment system for the experimental group, and learning using video material was conducted by the traditional method for the controlled group. As a result of the experiment, the class using the online learning judgment system was effective in enhancing the learner 's academic achievement. It also positively influenced learners' learning satisfaction. Teachers' satisfaction was not statistically significant because of the small number of teachers. However, The mean value of the teachers' satisfaction in the experimental group was high and the deviation was small.

• The Journal of the Korea Contents Association
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• v.13 no.2
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• pp.8-18
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• 2013

In this paper, we capture learning while taking a video, play time and time line of the video frame in the form of areas that require re-learning in HTML5 mobile web store. When you select an image frame can display a list of the frame to take advantage of HTML5 Video tag up to 9 capture and save the playing time at the position. Implemented in a manner that runs Effects as compared to learning to run the entire frame capture learning and re-learning frame partial immersion learners matchumhyeong storytelling can be implemented. Interval Iterative Learning in a random order, so learners can level alignment by iterative learning on academic performance can have a positive effect.

• KIPS Transactions on Software and Data Engineering
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• v.9 no.11
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• pp.345-350
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• 2020

Based on the analysis of physical and learning characteristics and requirements of the silver generation, a video English dictionary was developed and evaluated as English learning contents. The video English dictionary was developed using OCR as an input method and video as an output method, and 17 silver generations were evaluated for academic achievement, learning satisfaction, and ease of use. As a result of the analysis, both the text English dictionary and the video English dictionary showed high learning satisfaction, but the video English dictionary showed higher results than the text English dictionary in an academic achievement and ease of use.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.05a
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• pp.235-237
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• 2022

Video content is divided into long-form video content and short-form video content according to the length. Long form video content is created with a length of 15 minutes or longer, and all frames of the captured video are included without editing. Short-form video content can be edited to a shorter length from 1 minute to 15 minutes, and only some frames from the frames of the captured video. Due to the recent growth of the single-person broadcasting market, the demand for short-form video content to increase viewers is increasing. Therefore, there is a need for research on content editing technology for editing and generating short-form video content. This study studies the technology to create short-form videos of main scenes by capturing images, voices, and motions. Short-form videos of key scenes use a pre-trained highlight extraction model through machine learning. An automatic video editing system and method for automatically generating a highlight video is a core technology of short-form video content. Machine learning-based automatic video editing method and system research will contribute to competitive content activities by reducing the effort and cost and time invested by single creators for video editing