HyperMeeting

Girgensohn, Andreas; Marlow, Jennifer; Shipman, Frank M.; Wilcox, Lynn

doi:10.1145/2733373.2806258

Cited by 14 publications

(6 citation statements)

References 18 publications

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“…It is not by chance that the authors prefer in this case to speak about "detail-on-demand videos". In this direction, HyperMeeting (Girgensohn, Marlow, Shipman, & Wilcox, 2015) represents a step further, constituting a "meeting chain", i.e. a chain of video-recorded meetings forming a HV that links together segments of videos treating the same topic.…”

Section: Control Featuresmentioning

confidence: 99%

A model for designing hypervideo-based instructional scenarios

Cattáneo¹,

Meij

Aprea

et al. 2018

Interactive Learning Environments

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In this article, we provide a conceptual model for the design of instructional scenarios integrating hypervideo as an instructional tool. The model provides a structural aid for making design decisions about using hypervideo in instruction. We start by introducing the theoretical rationale for hypervideo as a tool, exploiting three different interactivity functions. We then examine the cognitive and socio-cognitive theories that can inform the design and usage of hypervideo. Next, we present the instantiation of these functions and theories in a software interface, after which we present the model, which is based on the following two layers of design decisions: the first pertains to the interactivity features and the second is connected with the instructional strategy. Three main design steps are presented in the form of guidelines, corresponding to a preparation phase, a production phase, and a use phase. Finally, a set of cases exhibiting exemplary implementations of a hypervideo-based instructional scenario are described.

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Section: Control Featuresmentioning

confidence: 99%

A model for designing hypervideo-based instructional scenarios

Cattáneo¹,

Meij

Aprea

et al. 2018

Interactive Learning Environments

View full text Add to dashboard Cite

show abstract

“…In addition to classic controls (stop, pause and rewind/forward), HV has advanced nonlinear features, such as a table of contents or index (e.g., Meixner et al, 2016;Tiellet et al, 2010), allowing the user to pursue macro-level activities (Merkt et al, 2011). These features enable users to autonomously moderate the information intake against the risk of cognitive overload because of video complexity and transience (e.g., Schwan & Riempp, 2004), as well as to select nonlinear trajectories through the video material (e.g., Girgensohn et al, 2015;Meixner et al, 2016).…”

Section: Hv Main Advantagesmentioning

confidence: 99%

Could Vocational Education Benefit From Augmented Reality and Hypervideo Technologies? An Exploratory Interview Study

Candido

Raemy

Amenduni

et al. 2023

IJRVET

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Context: This study investigates the perspective of vocational educators on the possibility of adopting augmented reality (AR) and hypervideo (HV) technologies to support their teaching practice. Vocational education and training (VET) is particularly concerned with the learning of resources (knowledge, skills and attitudes) that are immediately transposable into conduct and procedures in the workplace. AR and HV can provide means to answer this requirement, but both technological solutions are still not so diffused in VET. The purpose of this study is to inquire into the perception of educators on the main advantages and disadvantages of using AR and HV to support teaching-and-learning. Methods: A semi-structured interview protocol has been proposed to 73 teachers, intercompany trainers and in-company trainers in 10 professions (at least two per category within each profession). The interview was organized in two main steps: A need analysis, in which the most important and difficult operative skills are identified for the interviewee's profession; and a discussion of advantages and disadvantages of AR and HV. Content analysis was applied to the interview transcriptions. Results: The results show that the main advantages reported in the literature for the two technologies – such as the ability to switch between 2D and 3D and carry out simulations – are also found in the VET context by educators. For HV the main technical advantages (such as the use of active points, and non-linear navigation of video content) were autonomously recognised, while the potential of the instrument to support reflection has not been clearly identified. Conclusions: AR and HV are considered as tools able to support apprentices' procedural learning especially with regard to the operational skills which were judged by the educators to be most relevant for VET.

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“…Abstract approaches extract and visualize multi‐modal information in the videos. These videos cover different topics, like sports [SJL∗17, AAA∗21], talks [WQ20, ZWW∗20], meetings [GMSW15, CBS∗19]. Kurzhals et al [KJH∗16] proposed a multi‐level visual analytics method to visualize the structures of a movie, which combines scenes, script and subtitle text of the movie.…”

Section: Related Workmentioning

confidence: 99%

DanmuVis: Visualizing Danmu Content Dynamics and Associated Viewer Behaviors in Online Videos

Chen

et al. 2022

Computer Graphics Forum

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Danmu (Danmaku) is a unique social media service in online videos, especially popular in Japan and China, for viewers to write comments while watching videos. The danmu comments are overlaid on the video screen and synchronized to the associated video time, indicating viewers' thoughts of the video clip. This paper introduces an interactive visualization system to analyze danmu comments and associated viewer behaviors in a collection of videos and enable detailed exploration of one video on demand. The watching behaviors of viewers are identified by comparing video time and post time of viewers' danmu. The system supports analyzing danmu content and viewers' behaviors against both video time and post time to gain insights into viewers' online participation and perceived experience. Our evaluations, including usage scenarios and user interviews, demonstrate the effectiveness and usability of our system.

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HyperMeeting

Cited by 14 publications

References 18 publications

A model for designing hypervideo-based instructional scenarios

A model for designing hypervideo-based instructional scenarios

Could Vocational Education Benefit From Augmented Reality and Hypervideo Technologies? An Exploratory Interview Study

DanmuVis: Visualizing Danmu Content Dynamics and Associated Viewer Behaviors in Online Videos

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