ObjectivesThis study explored the impact of COVID-19 on people identified as at high risk of severe illness by UK government, and in particular, the impact of lockdown on access to healthcare, medications and use of technological platforms.DesignOnline survey methodology.SettingUK.Participants1038 UK adults were recruited who were either identified by UK government as at high risk of severe illness from COVID-19 or self-identified as at high risk with acute or other chronic health conditions not included in the UK government list. Participants were recruited through social media advertisements, health charities and patient organisations.Main outcomes measuresThe awareness, attitudes and actions survey which explores the impact of COVID-19, on including access to healthcare, use of technology for health condition management, mental health, depression, well-being and lifestyle behaviours.ResultsNearly half of the sample (44.5%) reported that their mental health had worsened during the COVID-19 lockdown. Management of health conditions changed including access to medications (28.5%) and delayed surgery (11.9%), with nearly half of the sample using telephone care (45.5%). Artificial Intelligence identified that participants in the negative cluster had higher neuroticism, insecurity and negative sentiment. Participants in this cluster reported more negative impacts on lifestyle behaviours, higher depression and lower well-being, alongside lower satisfaction with platforms to deliver healthcare.ConclusionsThis study provides novel evidence of the impact of COVID-19 on people identified as at high risk of severe illness. These findings should be considered by policy-makers and healthcare professionals to avoid unintended consequences of continued restrictions and future pandemic responses.

Videos can be a powerful medium for acquiring soft skills, where learning requires contextualisation in personal experience and ability to see different perspectives. However, to learn effectively while watching videos, students need to actively engage with video content. We implemented interactive notetaking during video watching in an active video watching system (AVW) as a means to encourage engagement. This paper proposes a systematic approach to utilise learning analytics for the introduction of adaptive intervention-a choice architecture for personalised nudges in the AVW to extend learning. A user study was conducted and used as an illustration. By characterising clusters derived from user profiles, we identify different styles of engagement, such as parochial learning, habitual video watching, and self-regulated learning (which is the target ideal behaviour). To find opportunities for interventions, interaction traces in the AVW were used to identify video intervals with high user interest and relevant behaviour patterns that indicate when nudges may be triggered. A prediction model was developed to identify comments that are likely to have high social value, and can be used as examples in nudges. A framework for interactive personalised nudges was then conceptualised for the case study.

In order for videos to be a powerful medium for learning, it is crucial that learners engage in constructive learning. Historic interactions of previous learners can provide a rich resource to enhance interaction and promote engagement fostering constructive learning. This paper proposes such a novel approach of adding nudges to AVW-Space, a platform for video-based learning. We present the enhancements implemented in AVW-Space in the form of interactive visualizations and personalized prompts. A study focusing on presentation skills was conducted in a large first-year engineering course, in which AVW-Space provided an online resource for the students to use as they wish. The students were randomly divided into the control and experimental groups, which had access to the original and enhanced version of AVW-Space respectively. Our findings show that nudging is effective in fostering constructive learning: there was a significant difference in the percentage of constructive students in the two groups. The experimental group students wrote more comments, found AVW-Space easier to use, reported less frustration when commenting, and had higher confidence in their performance on commenting.

Headlines play a crucial role in attracting audiences' attention to online artefacts (e