The Effects of Immersive Virtual Reality in Reducing Public Stigma of Mental Illness in the University Population of Hong Kong: Randomized Controlled Trial

Background Public stigma in mental health often brings various adverse effects on people with mental illness. Researchers have been developing different interventions in combating public stigma. Objective This study investigates the effects of immersive virtual reality (IVR) in reducing the public stigma of mental illness using a single-blinded randomized control trial. Methods A pre-post experimental design with a 1-week follow-up was conducted. Participants (N=206) were recruited through the mass mail system of The Chinese University of Hong Kong and randomized into 3 conditions: immersive animation, text, and control. In the immersive animation condition (n=72), participants experienced the simulation of daily life and the stigma experienced as an animated story protagonist with mixed anxiety and depressive disorder with IVR. In the text condition (n=65), participants experienced an identical story to the immersive animation condition with first-person audio narration using the same virtual reality headset. In the control condition (n=69), participants watched a video about planets with IVR. All participants received interventions with a researcher-assisted Oculus Go virtual reality headset. Participants’ public stigma was measured through self-administered online questionnaires and compared across conditions and at different time points using repeated measures analysis of variance. Simple and sequential mediation analyses on the relationship of condition (immersive animation vs text) and follow-up public stigma with possible mediators, including sense of embodiment and story transportation, were conducted using PROCESS. Results Public stigma did not differ significantly across conditions at pre-experiment (P>.99). In the immersive animation and text conditions, public stigma was significantly reduced at postexperiment and at the 1-week follow-up compared to pre-experiment (all with P<.001). Public stigma in the control condition at postexperiment and follow-up remained unchanged compared with pre-experiment (P=.69). Immersive animation had significantly lower public stigma than the control at postexperiment (P=.003) and follow-up (P=.02). Text also had lower public stigma than the control at postexperiment (P=.007) and follow-up (P=.03). However, immersive animation did not significantly differ from text in public stigma at postexperiment and follow-up (both P>.99). In simple mediation models, both sense of embodiment (95% CI –0.22 to 0.46) and story transportation (95% CI –0.18 to 0.00) were not significant mediators. In the sequential mediation model, both sense of embodiment and story transportation were significant sequential mediators. Sense of embodiment was positively associated with story transportation (P<.001), while story transportation was negatively associated with public stigma (P<.001). The indirect effect of the sequential mediation model was significant (95% CI –0.38 to –0.11). Conclusions This study provides novel findings and a rigorous comparison in understanding the effects of IVR on public stigma. The findings showed that IVR and text with audio narration performed similarly and significantly in stigma reduction. Sense of embodiment and story transportation were found to be sequentially associated with public stigma reduction. Trial Registration Centre for Clinical Research and Biostatistics Clinical Trial Registry CUHK_Ccrb00638; https://www2.ccrb.cuhk.edu.hk/registry/public/632

Selective Attention Based on Speech Complexity and Learning Rate

Children are thought to learn best from information that is appropriate for them, given their current level of competence. But what role might learners themselves play in actively selecting and attending to such information? We introduce a novel method to investigate whether children's attention to spoken language is responsive to its complexity or appropriateness. Preschoolers (4–6 years, M=4.6) watched a video where a distracting animation accompanied the illustrations of a storybook. The audio narration for each page of the storybook was looped such that the story progressed faster if the child looked at the distractor for an extended period of time, indicating their loss of attention towards the story. We manipulated the complexity of the narration in two between-subjects conditions: the Simple narration contained largely familiar words, while the Complex narration contained many words typically acquired later. Children's learning was measured via post-tests of their plot comprehension and unfamiliar word knowledge. Children hearing the Complex speech were less likely to listen past the minimum duration of each page, and showed decreased gaze to the story illustrations. Across complexity levels and controlling for age, children's selective attention to the speech was significantly related to their plot knowledge. In the Complex condition —where children heard the unfamiliar words we tested in the story narration — children's attention also predicted their word learning accuracy. Our results provide evidence that young children may actively direct their attention toward linguistic input that is most appropriate for their current level of cognitive and linguistic development, which may provide the best learning opportunities.

The Effects of Immersive Virtual Reality in Reducing Public Stigma of Mental Illness in the University Population of Hong Kong: Randomized Controlled Trial (Preprint)

BACKGROUND Public stigma in mental health often brings various adverse effects on people with mental illness. Researchers have been developing different interventions in combating public stigma. OBJECTIVE This study investigates the effects of immersive virtual reality (IVR) in reducing the public stigma of mental illness using a single-blinded randomized control trial. METHODS A pre-post experimental design with a 1-week follow-up was conducted. Participants (N=206) were recruited through the mass mail system of The Chinese University of Hong Kong and randomized into 3 conditions: immersive animation, text, and control. In the immersive animation condition (n=72), participants experienced the simulation of daily life and the stigma experienced as an animated story protagonist with mixed anxiety and depressive disorder with IVR. In the text condition (n=65), participants experienced an identical story to the immersive animation condition with first-person audio narration using the same virtual reality headset. In the control condition (n=69), participants watched a video about planets with IVR. All participants received interventions with a researcher-assisted Oculus Go virtual reality headset. Participants’ public stigma was measured through self-administered online questionnaires and compared across conditions and at different time points using repeated measures analysis of variance. Simple and sequential mediation analyses on the relationship of condition (immersive animation vs text) and follow-up public stigma with possible mediators, including sense of embodiment and story transportation, were conducted using PROCESS. RESULTS Public stigma did not differ significantly across conditions at pre-experiment (<i>P</i>&gt;.99). In the immersive animation and text conditions, public stigma was significantly reduced at postexperiment and at the 1-week follow-up compared to pre-experiment (all with <i>P</i>&lt;.001). Public stigma in the control condition at postexperiment and follow-up remained unchanged compared with pre-experiment (<i>P</i>=.69). Immersive animation had significantly lower public stigma than the control at postexperiment (<i>P</i>=.003) and follow-up (<i>P</i>=.02). Text also had lower public stigma than the control at postexperiment (<i>P</i>=.007) and follow-up (<i>P</i>=.03). However, immersive animation did not significantly differ from text in public stigma at postexperiment and follow-up (both <i>P</i>&gt;.99). In simple mediation models, both sense of embodiment (95% CI –0.22 to 0.46) and story transportation (95% CI –0.18 to 0.00) were not significant mediators. In the sequential mediation model, both sense of embodiment and story transportation were significant sequential mediators. Sense of embodiment was positively associated with story transportation (<i>P</i>&lt;.001), while story transportation was negatively associated with public stigma (<i>P</i>&lt;.001). The indirect effect of the sequential mediation model was significant (95% CI –0.38 to –0.11). CONCLUSIONS This study provides novel findings and a rigorous comparison in understanding the effects of IVR on public stigma. The findings showed that IVR and text with audio narration performed similarly and significantly in stigma reduction. Sense of embodiment and story transportation were found to be sequentially associated with public stigma reduction. CLINICALTRIAL Centre for Clinical Research and Biostatistics Clinical Trial Registry CUHK_Ccrb00638; https://www2.ccrb.cuhk.edu.hk/registry/public/632

The Influence of Representational Formats and Learner Modality Preferences on Instructional Efficiency Using Interactive Video Tutorials

This study investigated how to create effective interactive video tutorials for learning computer-based tasks. The role of learner modality preferences was also considered. A 4 × 4 between-subjects factorial design was employed to examine the influence of instruction representational formats (noninteractive static, interactive static, interactive visual-only video with onscreen text, interactive video with audio narration) and learner modality preferences (visual, aural, read/write, multimodal) on instructional efficiency. Instructional efficiency was a combined effect of test performance and perceived cognitive load during learning. The results suggested that implementing interactivity into the video tutorials tended to increase transfer performance, and the role of modality preferences was related to learners’ perceived cognitive load. The significant interaction effect on transfer efficiency indicated: (a) the auditory preference tended to exhibit better transfer efficiency with the narrated video, and (b) the read/write preference tended to exhibit better transfer efficiency with both the noninteractive static format and the captioned video. This study highlighted the importance of considering individual differences in modality preferences, particularly that of auditory and read/write learners.

One-Way Ticket Man

Bradbury’s long association with WED (later Walt Disney Imagineers) resulted in the 1982 opening of EPCOT and the Spaceship Earth geodetic sphere that he had worked on for more than a decade. Chapter 17 describes the milestones of Bradbury’s participation in Spaceship Earth’s ride display, themes, and audio narration, and his opening-day experiences at Disney World. This cross-country trip included rail and automobile mishaps, and Disney executives, including Roy Disney, were able to convince Bradbury to return to Los Angeles by way of his first airline flight. Chapter 17 includes brief context for the Disney Studio filming of his novel Something Wicked This Way Comes.

Aplikasi Augmented Reality Pengenalan Bangunan Adat Desa Penglipuran

Penglipuran Village is a tourism village on the island of Bali. One of the attractions of Penglipuran Village is the traditional, uniform building that has characteristics that are still maintained since ancient times. Many tourists who visit and take pictures in front of a traditional building, but do not know clear information about the name and function of the building. The purpose of this study is to design an application as an information medium for the introduction of traditional buildings in Penglipuran Village using Augmented Reality technology. The research model used for application design is the waterfall model. This Augmented Reality application was built with Autodesk Maya and Unity software so that it can display 3D custom building information to the real environment by using the brochure media as a marker. The results of the study were successful in designing an Augmented Reality application that can provide information about the traditional buildings of Penglipuran Village in the form of 3D animation, text and audio narration

Filming Visual Artist Biopic: Reflections on the Making of Short Documentary Dark Drawings Unpacked

This article reflects on my experience in making the short documentary Dark Drawings Unpacked (2019). The documentary explores the life of a Malaysian artist, Tengku Sabri Tengku Ibrahim after a stroke attack. Essentially an artist biopic, the documentary traces the various implications of stroke pertaining to the artist’s life and work, including immobility and post-stroke depression. The documentary also unpacks the underlying themes of the artworks Dark Drawings as well as advances understanding on the artist’s struggles with stroke, sanity, and God. Finally, the documentary emphasizes the importance of art as an effective medium of expression for the chaotic and creative minds. This paper further attempts to reflect on the ways in which me as the director tackled challenges such as the artist’s personality representation, visualization of the artistic creation process, the relation between the style of the documentary and that of the artist portrayed, and the challenges of audio narration and editing. Finally, the article concludes that the documentary serves as a cinematic history of the artist, captures the universality of his experiences, and illustrates the many ways in which art was, and remains, a powerful medium for healing and expression

Building and validating an educational video for elderly individuals about fall risks

ABSTRACT Objective: to build and validate educational video for elderly individuals about fall risks. Methods: methodological study with video building. validated by 22 judges and assessed by 22 elderly individuals. Content was selected from the Fall Prevention Model and items from the Falls Risk Awareness Questionnaire. Items with an agreement greater than 0.80 were considered valid. verified through Content Validation Index (CVI) and binomial test. Results: building the video was guided by the Cognitive Theory of Multimedia Learning. Digital animation and audio narration were used. It lasted ten minutes and five seconds and included biological. socioeconomic. behavioral and environmental risks as well as precautions to avoid them. The CVI of judges had an average of 0.99. and of elderly individuals. an average of 1.0. Conclusion: the video was built and validated for content and understanding and can be used to prevent falls in elderly individuals.

Getting started with screen recording

Overview Ever watched a YouTube video to solve a software problem? For example, ‘How do I set up Presenter View in PowerPoint? Well, you are watching a screen recording, also known as screencasting and video screen capture. This is a video recording with audio narration; not to be confused with screenshot/capture, which is a still photo. For educators, screen recording is ideal for: recording your presentations in a controlled environment, recording feedback on student work with real teacher presence, explaining course and LMS navigation, explaining and annotating images such as digital microscopy, radiology, graphics, as well as recording a digital whiteboard for hand drawn mathematics equations or diagrams. Outcomes At the end of this 90 min mini workshop you will have created and shared your first screen recorded video, and will be able to do it again. Major features to be investigated Structured into 6 steps, discussion and demonstration of pros and cons of Hardware – laptop/desktop vs mobile device Software – free vs paid Microphone – inbuilt vs USB Recording technique – record/pause segments Upload -video hosting Share - links Session organisation 5 tables. 4 participants per table. Maximum 20 participants. Mac users grouped together, and Windows users grouped together Time (mins) Activity Content 10 Icebreaker Table group introductions, share experience with screen recording and intended uses, table group discussion and whole group Post-it notes . 10 Demonstration Introduction and use cases. Downloading software. 15 Pair programming Participants access free software. Windows users: Screencast-o-matic or Zoom Mac users: QuickTime 10 Demonstration and printed set up sheet Settings for video, webcam, audio. Recording tips and techniques. 15 Individuals or pairs Set up software, and microphone. Open one of your previous PowerPoint presentations or other resource, make a 2 sec recording of desktop screen. 5 Break 10 Demonstration Save, upload, share 15 Pairs Participants create a 1 min video, save and upload, share link by email with partner. Self critique and partner feedback using a structured framework. 5 Discussion Revisit how you might use screen recording in your teaching. Table group discussion and Post-it notes. 5 Evaluation Survey QR code to online survey on phone Resource links. Resources for distribution We will be using free software, either inbuilt or accessed online. One page printed step by step guide. Expectations and requirements of participants You need to bring your own laptop to participate, or pair with someone who has. Although screen recording is possible on a tablet or phone, you will have to install different Apps.