DVD-Video format

2002 ◽  
Author(s):  
H. Mimura
Keyword(s):  
Video Format

On The Field: Examining Differences in Video Format in Sports Media Viewing

2020 ◽  
Vol 64 (1) ◽  
pp. 781-785
Author(s):  
Ragan Wilson ◽  
Christopher B. Mayhorn
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Spatial Presence ◽  
Sports Media ◽  
User Perceptions ◽  
Video Footage ◽  
Confirmatory Factor ◽  
Need To Evaluate ◽  
The Relationship ◽  
Video Format

With virtual reality’s emerging popularity and the subsequent push for more sports media experiences, there is a need to evaluate virtual reality’s use into more video watching experiences. This research explores differences in experiences between Monitor (2D) video and HMD (360-Degree) video footage by measuring user perceptions of presence, suspense, and enjoyment. Furthermore, this study examines the relationship between presence, game attractiveness, suspense, and enjoyment as explored by Kim, Cheong, and Kim (2016). Differences were assessed via a MANOVA examining specifically presence, suspense, and enjoyment while the relationships were explored via a confirmatory factor analysis. Results suggest that there was a difference between Monitor (2D) video and HMD (360-Degree) in regard to spatial presence, engagement, suspense, and enjoyment, but the previous model from Kim et al. (2016) was not a good fit to this study’s data.

scholarly journals The Influence of Video Format on Engagement and Performance in Online Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 128
Author(s):  
Sergej Lackmann ◽  
Pierre-Majorique Léger ◽  
Patrick Charland ◽  
Caroline Aubé ◽  
Jean Talbot
Keyword(s):  
Student Performance ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Emotional States ◽  
Lecture Capture ◽  
Improved Performance ◽  
And Performance ◽  
Subject Experiment ◽  
The Impact ◽  
Video Format

Millions of students follow online classes which are delivered in video format. Several studies examine the impact of these video formats on engagement and learning using explicit measures and outline the need to also investigate the implicit cognitive and emotional states of online learners. Our study compared two video formats in terms of engagement (over time) and learning in a between-subject experiment. Engagement was operationalized using explicit and implicit neurophysiological measures. Twenty-six (26) subjects participated in the study and were randomly assigned to one of two conditions based on the video shown: infographic video or lecture capture. The infographic video showed animated graphics, images, and text. The lecture capture showed a professor, providing a lecture, filmed in a classroom setting. Results suggest that lecture capture triggers greater emotional engagement over a shorter period, whereas the infographic video maintains higher emotional and cognitive engagement over longer periods of time. Regarding student learning, the infographic video contributes to significantly improved performance in matters of difficult questions. Additionally, our results suggest a significant relationship between engagement and student performance. In general, the higher the engagement, the better the student performance, although, in the case of cognitive engagement, the link is quadratic (inverted U shaped).

Development of the Teaching Games System Based on Mobile Learning

2014 ◽  
Vol 685 ◽  
pp. 651-654
Author(s):  
Yang Na Su
Keyword(s):  
Mobile Learning ◽  
Future Development ◽  
Web Pages ◽  
Digital Learning ◽  
Online Game ◽  
Game Development ◽  
Mobile Game ◽  
Major Bottleneck ◽  
Mobile Development ◽  
Video Format

Mobile learning is the future development of digital learning, Due to the different mobile development system for different mobile devices, which became a major bottleneck for mobile development. Existing mobile learning resources are scarce, showing most of the text, web pages, video format, rare game theme unattractive for the format of fixed points, lack of reusability and versatility. Base on the characteristic of Dispersed, fragmentary characteristics of mobile learning, imitating the form of the theme of the popular online game, to make the learner a more active, more effective and more lasting in mobile learning. Use Flash to develop mobile learning teaching game, introduces the idea of integrable Ware to mobile game development, separate the knowledge from the game, and improve the reusability and versatility of the game.

LLV1: layered lossless video format supporting multimedia servers during realtime delivery

2005 ◽  
Author(s):  
Michael Militzer ◽  
Maciej Suchomski ◽  
Klaus Meyer-Wegener
Keyword(s):  
Multimedia Servers ◽  
Video Format

Implementation of Video Transcoding Client Based on FFMPEG

2013 ◽  
Vol 756-759 ◽  
pp. 1748-1752 ◽  
Author(s):  
Hao Zeng ◽  
Yuan Fang
Keyword(s):  
Streaming Media ◽  
Source Code ◽  
Video Codec ◽  
Video Transcoding ◽  
Stream Media ◽  
Quality Video ◽  
Media Server ◽  
High Quality Video ◽  
Video Format ◽  
Streaming Media Server

As the increasing applications of streaming media, using the streaming media server to provide high-quality video service for people becomes a trend. Streaming media server for video format requirements has become the bottleneck of its development, In this paper, we give a kind of transcoding method, through compiling FFmpeg source code under the windows OS, adding the x264 video codec and FAAC audio library, we can get ffmpeg.exe which can run directly, and we use MFC to design the the operation interface, which used to convert other video formats into stream media server supported formats.

scholarly journals Courts React

2019 ◽  
Vol 5 (3) ◽  
pp. 601-613
Author(s):  
Gretchen L. Casey
Keyword(s):  
The United States ◽  
Copyright Infringement ◽  
Fair Use ◽  
District Court ◽  
The Subject ◽  
Youtube Videos ◽  
Summary Judgment ◽  
First Time ◽  
Video Format ◽  
Tube Channel

Over the past few years, the rise in popularity of a genre of You- Tube videos known as “reaction videos” has resulted in controversy for various reasons. The United States District Court in Hosseinzadeh v. Klein, a landmark case for the genre, described the “reaction videos” as “a large genre of YouTube videos . . . [that] vary widely in terms of purpose, structure, and the extent to which they rely on potentially copyrighted material.” According to the Hosseinzadeh opinion, “[s]ome reaction videos. . .intersperse short segments of another’s work with criticism and commentary, while others are more akin to a group viewing session without commentary.” Essentially, reaction videos are exactly what the name suggests: a video showing a person or group of people reacting to the work of another, which by nature requires the incorporation of the work being reacted to for the viewer’s reference. The first time that controversy arose out of the “reaction” genre was in 2015 when the Fine Brothers, the creators of a popular YouTube channel known for its “Kids React” series along with several other “reaction video” series, applied to trademark the term “react.” The brothers did so with the intention to create a program called “React World,” through which they would license out the “reaction video” format to other video creators. This endeavor came not long after the Fine Brothers criticized Ellen DeGeneres for allegedly using their “re- action” format in a segment on her television show, suggesting the brothers’ belief that they were the sole owners of what is, in reality, a widely-used format. As a result, YouTube viewers became distrustful of the Fine Brothers’ intentions in trademarking the format, and viewers criticized them to the point that they issued a public apology in February of 2016 in which they announced their decision to “[r]escind all. . .‘React’ trademarks and applications” and “[d]iscontinue the React World program.” Later in 2016, reaction videos would again become the subject of controversy when Ethan and Hila Klein, the husband-and-wife creators of the popular YouTube comedy channel H3H3 Productions, were sued by Matt Hosseinzadeh of the decidedly less popular You- Tube channel, Matt Hoss Zone, for copyright infringement. Hosseinzadeh alleged copyright infringement for the use of segments of his video, “Bold Guy vs. Parkour Girl,” in a humorous reaction video made by the Kleins.8 What resulted was the aforementioned Hosseinzadeh v. Klein opinion, which set a precedent that will hopefully allow future reaction video creators to produce and share content without their creativity being stifled by the looming risk of copyright infringement lawsuits. Hosseinzadeh alleged that a video, which was part of a series of videos, starring himself as “Bold Guy,” “in which the Bold Guy flirts with a woman and chases her through various sequences” was infringement. Hosseinzadeh alleged that the Kleins’ video entitled “The Big, The BOLD, The Beautiful,” infringed upon “Bold Guy vs. Parkour Girl,” as it featured the couple “comment[ing] on and criticiz[ing] [his] video, playing portions of it in the process.” Accepting the Kleins’ motion for summary judgment, which pleaded the fair use defense, the court held that its “review of the. . .videos makes it clear that [the claim] in which plaintiff alleges that defendants in- fringed plaintiff’s copyrights, must be decided in defendants’ favor.”

scholarly journals Student-generated video creation for assessment: can it transform assessment within Higher Education?

2018 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Ruth Hawley ◽  
Cate Allen
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Collaborative Group ◽  
Local Context ◽  
Assessment Practices ◽  
Video Creation ◽  
Education Academic ◽  
Robust Evidence ◽  
Video Format ◽  
Do So

Abstract Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is presented here under the headings of findings from literature, relevance of digital capabilities, understanding the influence of local context and resources, and pedagogical considerations. Student-generated video creation for assessment is shown to have several benefits, notably in supporting development of digital and communication skills relevant to today’s world and in enhancing learning. As an emerging innovation within assessment, intentionally planning and supporting a change management process with both students and staff is required. The importance of alignment to learning outcomes, context and resources, choice of video format to desired skills development, and to relevance beyond graduation is emphasised for video creation in assessment to be used successfully. Video creation for assessment is likely to grow in popularity and it is hoped the evidence of benefits, rationale and guidance as to how to do this effectively presented here will support this transformation. Further research to consider video creation for assessment with individuals rather than collaborative group assessments, and to establish academic rigour and equivalence would be beneficial.

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