Relevant bibliographies by topics / Research Audio-visual education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Research Audio-visual education'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Research Audio-visual education"

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Mulyani, Indri, and Nurul Fatwati Fitriana. "Pengaruh Pemberian Edukasi Menggunakan Audio Visual (Video) pada Ibu terhadap Pengetahuan Penanganan Tersedak Balita." JURNAL KEPERAWATAN MUHAMMADIYAH BENGKULU 8, no. 2 (October 12, 2020): 87–93. http://dx.doi.org/10.36085/jkmu.v8i2.885.

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Choking can result in death if handled inappropriately. The accuracy of handling is based on sufficient knowledge. Lack of knowledge for mothers who have toddlers in handling choking results in mothers under five still wrongly handling choking. To find out the effect of providing education using audio visual (video) to housewives on the knowledge of toddler choking handling, to find out differences in maternal knowledge before and after it is done education using audio visual (video). This study used a pre-experimental design technique with a one group pre-test-post-test design approach. Data collection using a questionnaire and data analysis using the Wilcoxon test. The results showed that the average value of knowledge obtained by 69 respondents before being given audio-visual education (video) was 15.06, with a minimum value of 6 to a maximum of 19, and after being given audio-visual education (video) was 18.00, with a minimum value. 12 maximum 21. The results of bivariate analysis using the Wilcoxon test obtained p value 0.000. In conclusion, there is an effect of providing education using audio visual (video) to housewives on the knowledge of choking handling for toddlers in Pajerukan. It needs to be developed by adding variables and using different research designs and using qualitative research types. Keywords: Audio Visual Education (Video), Knowledge, Handling Choking
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Susanto, Agus, and Erni Setiyorini. "The Effect of Audio Visual Aids (AVA) to the Capability of Exercise Post Laparotomy." Jurnal Ners dan Kebidanan (Journal of Ners and Midwifery) 1, no. 1 (March 1, 2014): 001–6. http://dx.doi.org/10.26699/jnk.v1i1.art.p001-006.

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Introduction: Health education is the important experience of surgery to client that can used audio visual aids. The purpose of this study was to identify the effect of audio visual aids to the capability exercise post laparotomy. Method: Research design was quasy experiment non equivalent control group design. Research sample was 20 patients whose laparotomy at Mardi Waluyo Hospital Blitar at May 25th until June 16th, 2012, its choosed with accidental sampling. The data collected by observation using checklist. Analysis using independent sample T-Test, with ≤0.05 significant level. Result: The results showed that audio visual aids at health education influence capability exercise post laparatomy, with p value 0.000. Discussion: Using tool and method appropriate at health education pre operatif effective to improve output learning. Keywords: audio visual aids, exercise, laparotomy
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Diah CT, Maria, Tri Cahyo S, and Wiwin Martiningsih. "The Effect of Audio Visual Aids to the Perception Changes of Risk Factors of Diabetes Mellitus Type 2 in Adolosence." Jurnal Ners dan Kebidanan (Journal of Ners and Midwifery) 1, no. 2 (August 1, 2014): 123–28. http://dx.doi.org/10.26699/jnk.v1i2.art.p123-128.

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Wrong Perception is one of the risk factors of Diabetes Mellitus (DM) type 2 will make adolescent to do unhealthy lifestyle that leads to DM disease. Increasing knowledge through health education is expected to increase the perception. The purpose of research was to analyze adolescent’s perceptions changing after was given health education using audio visual media about risk factors of type 2 Diabetes Mellitus. The method in this research was experimental research with Quasi-Experimental design pretest-posttest. The sample consisted of 128 respondents, 64 respondents in control group and 64 respondents in the experimental group. Sampling was done by purposive sampling. The results showed an increasing perceptions average 2.31 in control group. In experimental group increased a perceptions average 3.44. Further analysis showed that health education using audio-visual media is more effective in improving perceptions. The conclusion of this research showed that using audio-visual media is more effective to increase the perception. Audio-visual media provide a more attractive appearance, so that there is a dynamic movement to attract the attention. The research recommended an increasing in preventive and promotive diabetes type 2 through health education and activities around school (SMU).
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Cavaleri, Michelle, Satomi Kawaguchi, Bruno Di Biase, and Clare Power. "How recorded audio-visual feedback can improve academic language support." Journal of University Teaching and Learning Practice 16, no. 4 (October 1, 2019): 71–90. http://dx.doi.org/10.53761/1.16.4.6.

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Providing effective, high quality feedback that students engage with remains an important issue in higher education today, particularly in the context of academic language support where feedback helps socialise students to academic writing practices. Technology-enhanced feedback, such as audio and video feedback, is becoming more widely used, and as such, it is important to evaluate whether these methods help students engage with the feedback more successfully than conventional methods. While previous research has explored students’ perceptions of audio-visual feedback, this paper seeks to fill a gap in the literature by examining the impact of the audio-visual mode on undergraduate students’ engagement with feedback compared to written-only feedback. Evidence from an analysis of feedback comments (n = 1040) and corresponding revisions as well as interviews (n = 3) is used to draw conclusions about the value of providing audio-visual feedback to help students revise their writing more successfully. In line with multimedia learning theory (Mayer 2009), it is argued that the multimodal format, conversational tone, verbal explanations and personalised feel of audio-visual feedback allows for a more successful engagement with the feedback, particularly for students with a lower level of English language proficiency.
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Sari, Rizka, and M. Muassomah. "Implementasi Media Audio-Visual dalam Pembelajaran Istima‘." Alsina : Journal of Arabic Studies 2, no. 2 (November 6, 2020): 125. http://dx.doi.org/10.21580/alsina.2.2.4961.

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<p class="ABSTRACT">Listening is a basic human ability which is possessed from the beginning of his birth until throughout his life. However, at the level of language learning there is a low level of student interest in learning specifically. For this reason, this study aims to describe the process of implementing the Audio-visual method in special learning for third-semester students of Arabic education at the Bani Fatah Islamic Institute in Jombang. This type of research is a qualitative descriptive study using observation and documentation instruments. The subject and object of this research are the third semester students of Arabic education at the Bani Fatah Islamic Institute in Jombang. The results of this study indicate, istima 'learning process with audio-visual methods that have been arranged very well, namely: a) lecturer planning by preparing appropriate material b) students listening to the video being watched c) students write mufrodat known based on video d) students conclude the story in the video using Arabic e) students take wisdom from the video watched f) evaluation in this study is divided into two: first, written evaluation (students collect mufrodat notes of listening results), second , oral evaluation (students directly speak Arabic in giving conclusions and lessons from the video). In implementing learning specifically using this audio-visual method, it has changed the atmosphere of learning more interesting and increased the activeness of students in learning.</p>
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Et.al, Charanjit Kaur Swaran Singh. "Review of Research on the Use of Audio-Visual Aids among Learners’ English Language." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 895–904. http://dx.doi.org/10.17762/turcomat.v12i3.800.

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This paper reviews the literature on the use of audio-visual to improve lower proficiency learners’ English Language. Audio-visual aids have been very beneficial to make learning interesting among the English as a second language (ESL) because it facilitates learning. Teachers have to be innovative in their pedagogy approach to make language teaching effective. Today, teachers are no longer dependent on traditional method of teaching instead they have adapted different techniques to teach language. Past studies have reported that teachers opted to use audio-visual because students showed less interest towards English language, students view English language as subject to fulfil the examination requirement, students’ displayed reluctance to speak due to their fear to make mistakes in pronunciation and other. Hence, this paper further analyses the need to investigate the issues that are related on the usage of audio-visual aids to the teaching of English language which needs immediate attention.
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Suwaryaningrat, Ni Dewi Eka. "Cognitive Development for Preschooler 4-5 Year Olds by Using PowerPoint Audio-Visual Media on ECE Students." Society 8, no. 2 (December 31, 2020): 772–82. http://dx.doi.org/10.33019/society.v8i2.276.

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This study aims to determine whether using PowerPoint audio-visual media can improve children’s cognitive development in ECE (Early Childhood Education) in North Tomohon Sub-District, North Sulawesi Province, Indonesia. The research method used was collaborative Classroom Action Research (CAR) conducted in ECE in North Tomohon Sub-District, and it was found that 1) Before using the PowerPoint audio-visual media, ECE in North Tomohon Sub-District still had difficulty doing the assigned tasks and answering teachers’ questions because the children cognitive was not stimulated well; 2) The use of PowerPoint audio-visual media can improve the child’s cognitive aspects because the learning activities were designed in an attractive, fun and not boring way. Through the use of PowerPoint audio-visual learning media, children’s cognitive can be stimulated well.
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Winarto, Winarto, Ahmad Syahid, and Fatimah Saguni. "Effectiveness the Use of Audio Visual Media in Teaching Islamic Religious Education." INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION 2, no. 1 (August 1, 2020): 81–107. http://dx.doi.org/10.24239/ijcied.vol2.iss1.14.

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This study examines the effectiveness of using audio visual as media in improving learning achievement of a Islamic Junior high schools. The study used qualitative methods with observation, interview and documentation as techniques for data collection. The results of this research shows that the use of audio visual media in enhancing the learning achievement of Islamic education at SMP Negeri 1 Palu was effective for several reasons: First, the use of audio-visual media can clarify the material that is taught, effectifying and functioning students’ sensory, both senses of sight and hearing in accordance with the nature of the characteristics of the material and subject matter that is taught. Second, gives stimulation, experiences and observations that is similar to students in the same time with the subject matter. Third, encourages students to be active in learning activity. By using the audio-visual media, we can also say that the PAI teachers have motivated the whole class to be actively included in the teaching learning proces. Fourth, audio-visual media is very effective in improving students’ interest and achievement in learning Islamic education. The supporting factors are the learning system thatt is used, the quality of teachers, the facilities and infrastructures, as well as the role of parents, communities and the agencies related. The factors that inhibit the effectiveness of using audio visual media are as follows: (1). Time allocation of learning, (2). Procurement of electricity. To overcome these problems we can use genset macine as temporary power, desain the material an media in accodane with time.
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Crista Wijayanti, Erythrina. "A Study On Media In Listening Comprehension At Second Year Students Of English Language Education Program." Education of English as Foreign Language 4, no. 1 (January 1, 2021): 37–48. http://dx.doi.org/10.21776/ub.educafl.2021.004.01.04.

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There were two findings in this research. First, media that helped the students in understanding Listening Comprehension materials and second, the students’ reasons in choosing the media seen from two aspects: (1) how the media helped the students to master the micro and macro skill of listening and (2) how the media helped the students to understand the listening comprehension process. The first finding showed 74.13% of students selected audio visual media that helped them in understanding Listening Comprehension, while 25.175% and 0.695% of them preferred audio and visual media respectively. The second finding showed to improve to the macro skills of listening, 61.73% of the students argued that they were helped by audio visual media, while 38.26% of them were helped by audio media. On the other hand, 53.35% of the students aired their opinion that their micro skills of listening were improved through the use of audio visual media and 46.64% of them stated that they are helped with the audio media use. Film, television, video, computer, gadget, games and song accommodated all of the eight listening comprehension processes. Therefore, the researcher suggests that the teacher should use audio media to help the students in mastering the micro skill of listening and audio visual media to assist the students in understanding the macro skill of listening. In addition, film, television, video, computer, gadget, games and song should be used to support the students in comprehending the listening comprehension process.
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Siregar, Yafrinal, Kintoko Rochadi, and Namora Lubis. "THE EFFECT OF HEALTH PROMOTION USING LEAFLETS AND AUDIO-VISUAL ON IMPROVING KNOWLEDGE AND ATTITUDE TOWARD THE DANGER OF HIV/AIDS AMONG ADOLESCENTS." International Journal of Nursing and Health Services (IJNHS) 2, no. 3 (September 14, 2019): 172–79. http://dx.doi.org/10.35654/ijnhs.v2i3.213.

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HIV/AIDS in adolescents cannot be separated from globalization development, which causes their current social changes and negative lifestyle such as pre-marriage sex, keeping on changing sex partners, and drug abuse. Promotional action should be done to prevent from HIV/ASIDS in adolescents by using leaflet and audio-visual media, which provide information and education about the danger of HIV/AIDS so that they will have good knowledge and positive attitude. The research problem was how about the influence of promotion media using leaflets and audio-visual on adolescents' knowledge and attitude, The objective of the research was to analyze the influence of promotion media using leaflets and audio-visual on adolescents' knowledge and attitude toward the danger of HIV/AIDS at SMK Swasta Imelda, Medan. Using the Wilcoxon test tested the hypothesis. The result of the research showed that there was significant influence of leaflet and audio-visual media (p<0.05) on adolescents' knowledge and attitude in the post intervention. The conclusion was that leaflet and audio-visual media were more effective in increasing adolescents' knowledge and attitude toward the danger of HIV/AIDS. It is recommended that parents control democratically their children at home or outside their homes. The school management should increase the cooperation with parents in order to increase students' academic development, and the health care providers in the neighborhood should increase health education program. Keywords: Leaflet, Audio-Visual, Knowledge, Attitude, Danger of HIV/AIDS
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Dissertations / Theses on the topic "Research Audio-visual education"

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DRAUGALIS, JOLAINE REIERSON. "ENHANCING UNDERGRADUATE STUDENT INTEREST IN GRADUATE EDUCATION AND RESEARCH VIA VIDEOTAPE (RECRUITMENT)." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184055.

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A number of issues related to graduate education in pharmacy have become apparent in the last several years. Recruitment of pharmacy students into graduate programs is one of the concerns. Currently, little information exists regarding this topic other than annual enrollment data. A certain number of pharmacy undergraduates must pursue graduate education to allow for the continued growth of the profession. A study was conducted to determine if a newly created videotape intervention would change participants attitudes and awareness levels concerning graduate educational pursuits in pharmacy. First and third professional year students at four Colleges of Pharmacy were randomly assigned to the treatment or control groups. Members of the control group were asked to complete the survey instrument only. The instrument consisted of three measures of intention to pursue graduate education, personal attitudes toward this pursuit, and perceptions of how significant others (the subjective norm) felt about these endeavors. The Theory of Reasoned Action (Ajzen and Fishbein) provided the theoretical framework for the research. Results of the study indicated that the intervention was able to change intentions, attitudes, and awareness levels regarding graduate education and research activities. Intentions of enrolling in graduate school did not differ between two entry level degree programs or in males versus females. First year students had higher intentions of obtaining graduate education than third year students. The subjective norm was more important than attitudes in predicting the intentions concerning graduate school attendance. These results demonstrate that positive changes in intentions, attitudes, and awareness levels can be obtained from such videotape interventions.
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McIvor, Tom. "Continuous speech recognition : an analysis of its effect on listening comprehension, listening strategies and notetaking : a thesis presented in part fulfilment of the requirements for the degree of Doctorate in Education, Massey University." 2006. http://hdl.handle.net/10179/1471.

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This thesis presents an investigation into the effect of Liberated Learning Technology (LLP) on academic listening comprehension, notetaking and listening strategies in an English as a foreign language context (L2). Two studies are reported: an exploratory study and subsequent main study. The exploratory study was undertaken to determine L2 and native speaker (L1) students' perceptions on the effectiveness of the technology on academic listening and notetaking. The main study took a more focused approach and as a result, extended the exploratory study that was done in an authentic lecture context in order to gather data to measure listening comprehension and notetaking quality. The participants in the main study comprised six L2 students: five of whom intended to go to university. The methodology was a multimethod one: data was gathered from notetaking samples, protocol analysis, email responses and a questionnaire. Results indicated that continuous speech recognition (CSR) has the potential to support the listening comprehension and notetaking abilities of L2 students as well as facilitate metacognitive listening strategy use and enhance affective factors in academic listening. However, it is important to note that as CSR is an innovative technology, it first needs to meet a number of challenges before its full potential can be realized. Consequently, recommendations for future research and potential innovative uses for the technology are discussed. This thesis contributes to L2 academic listening and notetaking measurement in two areas: 1. the measurement of LLP-supported notetaking; and, 2. the measurement of LLP-supported academic listening comprehension.
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Books on the topic "Research Audio-visual education"

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Riccobono, John A. Out-of-school learning among children, adolescents, and adults: Report of findings from the 1985 Home Information Technology Study (HITS). Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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Riccobono, John A. Out-of-school learning among children, adolescents, and adults: Report of findings from the 1985 Home Information Technology Study (HITS). Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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Riccobono, John A. Out-of-school learning among children, adolescents, and adults: Report of findings from the 1985 Home Information Technology Study (HITS). Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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Riccobono, John A. Out-of-school learning among children, adolescents, and adults: Report of findings from the 1985 Home Information Technology Study (HITS). Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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Riccobono, John A. Out-of-school learning among children, adolescents, and adults: Report of findings from the 1985 Home Information Technology Study (HITS). Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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S, Ancarrow Janice, Corporation for Public Broadcasting, and United States. Office of Educational Research and Improvement. Center for Statistics., eds. Out-of-school learning among children, adolescents, and adults: Report of findings from the 1985 Home Information Technology Study (HITS). Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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Broadcasting, Corporation for Public, and United States. Office of Educational Research and Improvement. Center for Statistics., eds. Out-of-school learning among children, adolescents, and adults: Report of findings from the 1985 Home Information Technology Study (HITS). Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, Center for Statistics, 1986.

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Yūnus, Ṣādir. Bināʾ al-majāl al-ʻArabī: Muwassasāt al-ʻilm wa-al-ʻamal. Bayrūt: Maʻhad al-Inmāʾ al-ʻArabī, 1991.

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Yūnus, Ṣādir. Bināʼ al-majāl al-ʻArabī: Muʼassasāt al-ʻilm wa-al-ʻamal. Bayrūt: Maʻhad al-Inmāʼ al-ʻArabī, 1991.

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Subcommittee, United States Congress House Committee on Government Operations Intergovernmental Relations and Human Resources. Limits on the dissemination of information by the Department of Education: Hearing before a subcommittee of the Committee on Government Operations, House of Representatives, Ninety-ninth Congress, first session, November 13, 1985. Washington: U.S. G.P.O., 1986.

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Book chapters on the topic "Research Audio-visual education"

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Katrnakova, Hana. "Integration of Videoconferencing in ESP and EAP Courses." In Cases on Audio-Visual Media in Language Education, 283–303. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2724-4.ch012.

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This chapter is devoted to the use of videoconferencing technology and other social media tools for creating a community of practice communication within which authentic tasks and activities in multicultural ESP and EAP classes can be carried out. It describes theoretical background for effective use of these media based on the results of INVITE project and other research in the area, it mentions the importance of international institutional cooperation and the chapter shares examples of good practice pointing at their advantages. Samples of end-of-course feedback reflecting students´ worries at the beginning of the course, their personal and professional achievements at the end of the course are included as well.
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Smith, Amanda Elizabeth, and Dai O'Brien. "Use of Videos in Teaching and Learning." In Cases on Audio-Visual Media in Language Education, 1–21. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2724-4.ch001.

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This chapter outlines the experiences of the authors when using video technologies in creating resources for teaching British Sign Language (BSL). The authors outline their own experiences of creating resources for teaching and how the increasing availability of video technology and video hosting websites has impacted on their teaching practice. The chapter outlines some practical stages in creating online video resources for the teaching of sign language, and also how to ensure that less computer literate students can engage with this new technology. The authors conclude with some suggestions about future research directions to measure the impact and effectiveness of such resources and technologies and call other teachers of sign languages to explore the potential of these approaches for themselves.
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Shiau, Hong-Chi, and Catherine Hua Xiang. "Learning English With Texting on Social Media." In Cases on Audio-Visual Media in Language Education, 240–60. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2724-4.ch010.

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Social media has induced substantial growth of various cultural contacts, resulting in a great variation of uses in English. In light of the popularity of new social media, contacts of people from different cultures have been changed from predominant face-to-face encounters to instantaneous communication. This case study examines how Taiwanese students relate their ESL learning experiences to the use of social media and how their uses help transform these ESL students' gender/ethnic identities during study abroad. Adopting an ethnographic research approach, the results suggest some barriers and challenges those ESL students face during the time abroad, both linguistically but also in terms of intercultural friendship. Pedagogical implications and recommendations are made on how to more effectively using social media in developing linguistic and intercultural competence in the context of study abroad.
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Bobkina, Jelena, and Elena Dominguez Romero. "Multimodal Listening Through Movie Trailers." In Cases on Audio-Visual Media in Language Education, 69–92. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2724-4.ch004.

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This paper reports on work resulting from a UCM (Complutense University of Madrid, Spain) Research Project on Innovative Teaching in Higher Education carried out during the academic year 2015-2016. The aim of the project was two-fold: (1) to develop a multimodal framework for the development of multimodal listening activities with a focus on movie trailers and (2) to assess the resulting multimodal listening activities designed within this framework by means of a quality assessment tool, the COdA rubric. The results obtained from the evaluation process reveal the qualities and limitations of the multimodal listening material evaluated as much as the qualities and limitations of the multimodal framework that we designed prior to the development of this material. This evaluation process is aimed at as a first step in the development of other multimodal listening materials—within our multimodal framework—that may fill some existing gaps.
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Xiang, Catherine Hua, and Darren Moon. "“Current Affairs in Mandarin”." In Cases on Audio-Visual Media in Language Education, 118–54. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2724-4.ch006.

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The “Current Affairs in Mandarin” project takes an innovative approach to the use of audio-visual media for language learning, providing students with a uniquely authentic and immersive learning experience. At the same time, it has generated a growing collection of standalone resources that, over time, have developed into a compelling archive of student achievements as well as an invaluable repository for building specialist vocabulary for students and practitioners within the field of languages in the social sciences. As a collaboration between various departments across the institution, it also stands as an exemplar of connectedness and collaboration within large higher education institutions. Now, in its fifth year, the project continues to be developed and further improvements are pursued. Details of the project will be explored in this chapter. The results of evaluative research into students' perspectives on their project experiences will also be presented and discussed.
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Aksal, Fahriye Altınay, Zehra Altınay Gazi, Ayhan Sarı, Muhammet Berigel, and Bülent Gürsel Emiroğlu. "The Problems and Support Services in Web-Based Distance Education." In Handbook of Research on Engaging Digital Natives in Higher Education Settings, 362–73. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0039-1.ch017.

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The opportunities provided by the development of web technologies can be seen in all aspects of people's lives. One of the major advantages of this development is being able to use and share visual, audio or text materials as well documents either synchronously or asynchronously. This study can serve as a reference guide for course planners or course designers for web-based distance education services for universities. This study can help anticipate realistic potential problems and design the course as well as the support services in a way for the expectations of tutors and learners. University administrators and distance education centers and can read about the expectations of tutors and learners as well as their real experience problems and consider these while designing a web-based support system. This study can also provide guidelines for those who are currently involved in web-based distance education systems and make improvement in the current courses.
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Jones, Robert. "Saving Worlds with Videogame Activism." In Handbook of Research on Effective Electronic Gaming in Education, 970–88. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-808-6.ch056.

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Due to its nature as an interactive medium, the video game offers uniquely different approaches to the project of activism. Unlike other audio/visual media like film and TV, video games consist of processes enacted by players. More specific, they contain rules systems known as algorithms that the player navigates to become successful at the game. And through that process of learning that algorithm a new form of rhetoric is born. Ian Bogost labels this unique form as procedural rhetoric: “the art of persuasion through rule-based representations and interactions rather than the spoken word, writing, images, or moving pictures.” Through gamic actions players internalize not only the rules, but also the rhetoric of that rule system. To demonstrate precisely how procedural rhetoric works through video game technologies, this chapter presents a definition for video game activism as well as three distinct modes: original design, engine appropriation, and machinima. Using three recent case studies, the chapter suggests some of the implications for educators and why they should take video games seriously as means of political expression when teaching students about civic duty.
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Mathews, Sarah A., and Maria K. Lovett. "Framing and Exposing Community Issues through Video Participatory Research." In Research Anthology on Instilling Social Justice in the Classroom, 747–60. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch044.

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Video participatory research (VPR) is an emergent methodology that bridges visual methods with the epistemology of participatory research. This approach is motivated by the “crisis of representation” or “reflective turn” (Gubrium & Harper, 2013) that promotes research conducted with or by participants, conceptualizing research as praxis (Lather, 1991). In this manuscript, the authors argue that VPR can be used to explore issues directly impacting individuals involved with adult education and vocational training. Primary investigators work with community co-researchers to document issues in the community, analyze this audio-visual material, and produce and distribute video projects, exposing policy makers and key stakeholders to a community's concerns. When implementing the VPR process research teams account for intentionality of form and content, apply a multi-perspective analysis to the complex layers of data produced by video, and plan for distribution of work on the personal and local level as well as in the public sphere (i.e., at the micro and macro level).
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Ispir, Burcin. "Interactive Media Steer in Educational Printing Materials." In Handbook of Research on Emerging Priorities and Trends in Distance Education, 32–42. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5162-3.ch003.

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The development of digital technology has been highly accelerated since the 2000s. New media environments, which increase interactivity, have been provided to users. With technological convergence, all environments in the category of new media have had the opportunity to work together. With the support of digital technologies, traditional media have also started to include elements that will allow interaction. Support of digital technology does not allow us to see that traditional media is an interactive media but it permits interactive media guidance. Newspapers, books, and magazines, which are located in the category of traditional media, support readers by directing them to interactive media with augmented reality applications. Augmented reality applications in printed materials has been used in many fields. In particular, course books, which protects the existence as the basic learning material of distance learning, can support its content with augmented reality applications. The features of augmented reality applications that allow the presentation of additional information, such as visual, audio, animated text, are discussed in this chapter.
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Cole, David R., and Vikashni Moyle. "Cam-Capture Literacy and its Incorporation into Multiliteracies." In Multiliteracies and Technology Enhanced Education, 116–32. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-673-0.ch008.

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It could be argued that the current literacy landscape is changing very quickly (Anstey & Bull, 2004), and that at the heart of this change one may position the notion of multiliteracies (Cope & Kalantzis, 2000; The New London Group, 1996). The concept of multiliteracies acts to infuse literacy practice with multimodality. This is the ‘switching’ between the different aspects of meaning and representation - such as the audio, visual, spatial, linguistic and gestural (Anstey & Bull, 2004, p. 83). Yet contrary to these processes, research into mainstream literacy environments has consistently shown that print literacy reading and writing activities still dominate these spaces (Winch, Johnston, March, Ljungdahl & Holliday, 2004). This chapter offers a bridge between the potential misfit between multiliteracies theory and mainstream literacy practice by investigating the use of small cameras attached to computers as educational devices – and this is henceforth called cam-capture. This writing reports on students who have used the cameras to record their thoughts about their literacy classroom activities, and changes in their literacy skills over one academic year. In so doing, the students are using digital technology torepresent their ideas and providing a pertinent commentary on current print literacy practice in middle schools through a multiliterate lens.
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Conference papers on the topic "Research Audio-visual education"

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Zhang, Yu, and Xiang Liu. "The research on digital audio-visual synesthesia." In 2015 10th International Conference on Computer Science & Education (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/iccse.2015.7250240.

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Pisarenko, Veronika. "FOREIGN LANGUAGE TRAINING BASED ON AUDIO-VISUAL TECHNOLOGIES." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1898.

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Wang, Tong, Tian Xia, Jiaqi Wu, and Na Wang. "Teaching Reform and Practice of Audio-visual Language Course." In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.253.

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Qin, Bin. "Research on Lateral Transfer Audio-Visual Teaching based on Corpus." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.264.

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Nopianto, W. Agustian, Muslimin, and W. Wellis. "Increasing Underhand Service Skills in Volley Ball Game Through Audio Visual Media." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.190.

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Hernández Saz, Jesús, Daniel Fernandez Reyes, and David Sales. "THE USE OF AUDIO-VISUAL MATERIAL PRODUCED BY STUDENTS AS A TOOL IN THE LEARNING PROCESS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0212.

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Naiqian, Li, and Wu Yafei. "Research on BL Teaching Mode in College English Visual-audio-oral Course Based on POA." In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.120.

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Amaral, Ines, Javier Beitia, Mª Luz Fidalgo, Ana Del Pozo-Rodríguez, M. ª. Ángeles Solinís, and M. ª. Isabel Rodríguez Fidalgo. "SYNERGIES TO CREATE EDUCATIONAL INNOVATION IN THE UNIVERSITY CONTEXT: ELABORATION OF AUDIO-VISUAL AND INTERACTIVE INSTRUCTIVE MATERIALS FOR THE TEACHING NANOTECHNOLOGY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1325.

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Haris, F., F. Mukhtarsyaf, and Liza. "Development of Motor Teaching Learning Models Based on Audio Visual Media for Elementary School Students in Kuranji Padang." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.166.

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Cai, Hongyan, and Xiujie Du. "Research on Application Strategies of Blended Teaching Mode of Audio-visual-Oral Business English Course under Big Data’ Background." In 2021 2nd International Conference on Education, Knowledge and Information Management (ICEKIM). IEEE, 2021. http://dx.doi.org/10.1109/icekim52309.2021.00093.

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