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Aharonson, Vered, and Jared Joselowitz. "On Presenters and Commenters in YouTube Climate Change Videos." European Conference on Social Media 11, no. 1 (May 21, 2024): 9–12. http://dx.doi.org/10.34190/ecsm.11.1.2076.
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Social media videos can promote viewers responsibility to solve social problems such as climate change. Not all aspiring videos, however, are successful in persuading their viewers on the perils involved in climate change and on the need for pro-environmental behaviour. Our study examined attributes that could explain a video’s persuasiveness and focused on the video presenter traits. Videos on climate change were sourced from YouTube conjointly with the comments they elicited. The presenters in these videos addressed the negative effects and dangers of climate change and the role of human activity in resolving them. Two attributes were manually coded for each video: the type of presenter in the videos– scientist, politician or celebrity, and their presentation style: blaming, stating the problem, or suggesting a solution. A measure of persuasiveness was computed from the YouTubers comments using sentiment analysis. This computation provided a polarity label – positive, negative, or neutral, for all comments, for each video. Subsets of 50 comments per video were manually coded to validate the computational analysis. The findings indicated that a predominant number of positive-polarity comments was elicited by video presenters who were scientists. Videos that proposed potential solutions to climate change elicited a majority of positive polarity. Politicians and celebrity presenters, as well as blame-oriented videos elicited a larger number of negative-polarity comments. These initial findings imply a potential of sentiment analysis of comments to elucidate which attributes can increase a video’s persuasiveness on its viewers. This insight can improve future video production and enhance their influence.
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Aldukhayel, Dukhayel. "The Benefits of Social Media Comments to L2 Listening Comprehension." SAGE Open 13, no. 2 (April 2023): 215824402311713. http://dx.doi.org/10.1177/21582440231171320.
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The purpose of this study is to determine whether a rich repertoire of meaningful, relevant comments posted on social media sites can facilitate or increase L2 listeners’ comprehension of videos. The study utilized a quasi-experimental design with an experimental group ( n = 29) that watched two YouTube videos and read comments, as well as a control group ( n = 31) that watched the same videos without comments. After watching each video, students in both groups wrote summaries of the video content, and only the experimental students responded to brief questionnaires assessing their perceptions of the video’s comments. T-tests revealed that summaries written by the experimental group had significantly more, and also more informed and accurate, unit ideas. Results of the questionnaires revealed that there is a generally positive attitude toward comments as an L2 listening help option. These findings suggest that social media comments may be a useful tool to assist or enrich listening comprehension of videos. Pedagogically, when social media videos are selected for teaching or learning L2 listening, the richness, relevance, and meaningfulness of comments should be among the video’s selection criteria.
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Park, Minsu, Mor Naaman, and Jonah Berger. "A Data-Driven Study of View Duration on YouTube." Proceedings of the International AAAI Conference on Web and Social Media 10, no. 1 (August 4, 2021): 651–54. http://dx.doi.org/10.1609/icwsm.v10i1.14781.
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Video watching had emerged as one of the most frequent media activities on the Internet. Yet, little is known about how users watch online video. Using two distinct YouTube datasets, a set of random YouTube videos crawled from the Web and a set of videos watched by participants tracked by a Chrome extension, we examine whether and how indicators of collective preferences and reactions are associated with view duration of videos. We show that video view duration is positively associated with the video's view count, the number of likes per view, and the negative sentiment in the comments. These metrics and reactions have a significant predictive power over the duration the video is watched by individuals. Our findings provide a more precise understandings of user engagement with video content in social media beyond view count.
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Naik, Sachin, Abdulaziz Abdullah Al-Kheraif, and Sajith Vellappally. "Artificial intelligence in dentistry: Assessing the informational quality of YouTube videos." PLOS ONE 20, no. 1 (January 2, 2025): e0316635. https://doi.org/10.1371/journal.pone.0316635.
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Background and purpose The most widely used social media platform for video content is YouTubeTM. The present study evaluated the quality of information on YouTubeTM on artificial intelligence (AI) in dentistry. Methods This cross-sectional study used YouTubeTM (https://www.youtube.com) for searching videos. The terms used for the search were "artificial intelligence in dentistry," "machine learning in dental care," and "deep learning in dentistry." The accuracy and reliability of the information source were assessed using the DISCERN score. The quality of the videos was evaluated using the modified Global Quality Score (mGQS) and the Journal of the American Medical Association (JAMA) score. Results The analysis of 91 YouTube™ videos on AI in dentistry revealed insights into video characteristics, content, and quality. On average, videos were 22.45 minutes and received 1715.58 views and 23.79 likes. The topics were mainly centered on general dentistry (66%), with radiology (18%), orthodontics (9%), prosthodontics (4%), and implants (3%). DISCERN and mGQS scores were higher for videos uploaded by healthcare professionals and educational content videos(P<0.05). DISCERN exhibited a strong correlation (0.75) with the video source and with JAMA (0.77). The correlation of the video’s content and mGQS, was 0.66 indicated moderate correlation. Conclusion YouTube™ has informative and moderately reliable videos on AI in dentistry. Dental students, dentists and patients can use these videos to learn and educate about artificial intelligence in dentistry. Professionals should upload more videos to enhance the reliability of the content.
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Nugraha, Nalika Ligar Katiasa, Sudarya Permana, and Imas Wahyu Agustina. "Unveiling Creativity Elements in YouTube Narrative Videos for Ninth-Grade Junior High School Students." Stairs 4, no. 2 (February 21, 2024): 135–46. http://dx.doi.org/10.21009/stairs.4.2.5.
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Creative narrative videos posted on YouTube have been proven to help students learn the narrative text and enhance students’ creativity toward making an excellent creative product. Along with the advantages, there are challenges and risks that teachers must consider since YouTube is an open-access video-sharing platform. This study aims to see whether narrative videos posted on YouTube meet creativity elements that can help ninth-grade junior high school students learn narrative text. This study used a qualitative method with content analysis to analyze fifteen narrative videos from three YouTube channels; Dongeng Kita, English Fairy Tales, and Gigglebox. The selected fifteen videos have been uploaded within the last seven years and are addressed to teenage viewers. Using the framework from D'Souza (2021), the findings show that the selected narrative videos fulfilled around 30% to 80% of the creativity elements. The audience immersive experience aspect, with a percentage of 45%, is the most dominant aspect of the narrative video's creativity elements. In contrast, the development and control aspect is the least in the creativity elements of narrative video, with a percentage of 25,5%. The narrative videos demonstrate diversity, a distinction or feature that distinguishes a narrative video from the previous version (narrative text). This study is expected to be a recommendation for teachers in choosing narrative videos on YouTube to support their teaching materials and simultaneously enhance students' creative thinking skills.
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Joshi, Prof Indira. "Video Summarization for Marathi Language." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 05 (May 3, 2024): 1–5. http://dx.doi.org/10.55041/ijsrem32024.
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The Video Summarization Platform using Python Flask is a comprehensive tool designed to summarize Marathi and English videos while providing summaries in Hindi, Marathi, and English languages. Leveraging machine learning and natural language processing (NLP) techniques, this platform offers a sophisticated solution for efficiently extracting key information from videos. The platform begins by transcribing the audio content of the video into text using automatic speech recognition (ASR) technology. This transcription process ensures that the platform can accurately analyze and summarize the video's content. Next, the text is translated into the target languages, namely Hindi, Marathi, and English, enabling users from diverse linguistic backgrounds to access the summarized content. To generate concise and informative summaries, advanced NLP algorithm is applied. This algorithm analyze the transcribed text to identify the most significant phrases, sentences, and concepts. By considering factors such as keyword frequency, semantic relevance, and context, the platform effectively distils the video's content into digestible summaries. Additionally, machine learning models are employed to classify the type of video content. These models are trained on diverse datasets encompassing various video genres and topics. By recognizing patterns and features within the video content, the platform can accurately categorize videos into distinct types, such as news, interviews, tutorials, or entertainment. The platform's user interface, powered by Python Flask, offers a seamless experience for users to upload videos, select their preferred language for summarization, and receive concise summaries in their chosen languages. The intuitive design ensures accessibility and ease of use, catering to both novice and advanced users. Overall, the Video Summarization Platform serves as a valuable resource for individuals seeking efficient ways to consume multimedia content. Whether for educational, informational, or entertainment purposes, this platform empowers users to access summarized video content in multiple languages, facilitated by cutting-edge machine learning and NLP technologies. Key Words: Transcription, Marathi-speaking users, Marathi YouTube videos, video content, transcription, summary, translation, Natural Language Toolkit (NLTK), content comprehension, user interaction data, past summaries, recommendation
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Zhang, Bin, Jia Lun Song, Zheng Zheng Liu, and Hai Ji. "The Micro-Video Label Classification System Design Based on Network Data Acquisition." Applied Mechanics and Materials 738-739 (March 2015): 556–59. http://dx.doi.org/10.4028/www.scientific.net/amm.738-739.556.
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Micro-video label classification system (MLCS) is designed to tag and classify micro-videos by a specific set of labels, which are extracted from users’ comments on the internet. These labels not only describe the micro-video’s features in various aspects, but also deliver the audiences’ attitudes and concern. Combining the high-ranking labels can effectively organize the creative elements to help producing new video scripts and categories. It breaks the traditional limit of linear producing process and makes the micro-videos’ story more topical and integrate.
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Ulusoy, Habibe Öztürk, and Raif Alan. "Is YouTubeTM the right address to get information on providing hygienic care for dental prostheses users?" Medical Science and Discovery 10, no. 4 (April 19, 2023): 250–56. http://dx.doi.org/10.36472/msd.v10i4.929.
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Objective: Patients increasingly use social media platforms such as YouTubeTM to get information about health issues. However, the effect of the videos on YouTubeTM on oral health care is still controversial. This study aimed to analyze the content quality of the videos on YouTubeTM about the oral hygiene care of various dental prostheses. Material and Methods: YouTubeTM videos were searched utilizing operators and keywords: «* (denture OR prosthesis OR implant) hygiene OR care OR cleaning OR brushing OR maintenance». The videos were ordered by "relevance". The video's source, origin, and content; duration; the number of likes, dislikes, comments, and views; the number of days since upload; viewing rate and viewer interactions were recorded for each video. In addition, videos were scored for the usefulness of their content: poor (0), moderate (1), or excellent (2). Results: 200 videos were screened, and 82 videos that met the criteria were analyzed in the study. It was found that most of the videos (72.2%) were uploaded from the USA, and the popular video topics were about complete dentures and implant-supported fixed dentures (48.8% and 43.9%, respectively). It has been observed that the usefulness score of the videos, which ranges from 0 to 2 and has an average of 1.06, had a positive and significant correlation with the number of likes and viewer interactions separately. Conclusion: Social media usage can be an effective tool for patients to learn about oral hygienic care for dental prostheses. However, it should be noted that YouTubeTM may also contain misleading information due to its dynamic nature. Healthcare professionals can be important in directing patients to videos with correct and qualified content.
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Haymes, A. T., and V. Harries. "‘How to stop a nosebleed’: an assessment of the quality of epistaxis treatment advice on YouTube." Journal of Laryngology & Otology 130, no. 8 (June 27, 2016): 749–54. http://dx.doi.org/10.1017/s0022215116008410.
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AbstractObjective:Video hosting websites are increasingly being used to disseminate health education messages. This study aimed to assess the quality of advice contained within YouTube videos on the conservative management of epistaxis.Method:YouTube.com was searched using the phrase ‘how to stop a nosebleed’. The first 50 videos were screened. Objective advice scores and subjective production quality scores were attributed by independent raters.Results:Forty-five videos were analysed. The mean advice score was 2.0 out of 8 and the mean production quality score was 1.6 out of 3. There were no correlations between a video's advice score and its search results rank (ρ = −0.28, p = 0.068), its view count (ρ = 0.20, p = 0.19) or its number of ‘likes’ (ρ = 0.21, p = 0.18).Conclusion:The quality of information on conservative epistaxis management within YouTube videos is extremely variable. A high search rank is no indication of video quality. Many videos proffer inappropriate and dangerous ‘alternative’ advice. We do not recommend YouTube as a source for patient information.
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Bopp, Trevor, Joshua D. Vadeboncoeur, Michael Stellefson, and Melissa Weinsz. "Moving Beyond the Gym: A Content Analysis of YouTube as an Information Resource for Physical Literacy." International Journal of Environmental Research and Public Health 16, no. 18 (September 10, 2019): 3335. http://dx.doi.org/10.3390/ijerph16183335.
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The Internet, and particularly YouTube, has been found to be and continues to develop as a resourceful educational space for health-related information. Understanding physical literacy as a lifelong health-related outcome and facilitator of an active lifestyle, we sought to assess the content, exposure, engagement, and information quality of uploaded physical literacy videos on YouTube. Two researchers collected 300 YouTube videos on physical literacy and independently coded each video’s: title, media source of upload, content topics related to physical literacy, content delivery style, and adherence to adapted Health on the Net Foundation Code of Conduct (HONcode) principles of information quality. Physical literacy videos that focused on physical activity and behaviors were the strongest predictor of high quality ratings, followed closely by videos covering affective domains (motivation, confidence, and self-esteem) of physical literacy. The content delivery method was also important, with videos utilizing presentations and testimonials containing high quality information about physical activity. Thus, providers of physical literacy and health-related online video content should be aware of and adhere to the expected quality standards. As health information expectations and ethical standards increase, the Internet, and specifically YouTube, has the potential to enhance video resources, virtual networking opportunities, as well as the sharing, dissemination, accumulation, and enrichment of physical literacy information for all.
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Zhang, Zhenzhen, Changbo Liu, Zhaohong Li, Lifang Yu, and Huanma Yan. "Detection of Transcoding from H.264/AVC to HEVC Based on CU and PU Partition Types." Symmetry 11, no. 11 (November 1, 2019): 1343. http://dx.doi.org/10.3390/sym11111343.
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High Efficiency Video Coding (HEVC) is a worldwide popular video coding standard due to its high coding efficiency. To make profits, forgers prefer to transcode videos from previous standards such as H.264/AVC to HEVC. To deal with this issue, an efficient method is proposed to expose such transcoded HEVC videos based on coding unit (CU) and prediction unit (PU) partition types. CU and PU partitioning are two unique syntactic units of HEVC that can reflect a video’s compression history. In this paper, CU and PU partition types of I pictures and P pictures are firstly extracted. Then, their mean frequencies are calculated and concatenated as distinguishing features, which are further sent to a support vector machine (SVM) for classification. Experimental results show that the proposed method can identify transcoded HEVC videos with high accuracy and has strong robustness against frame-deletion and shifted Group of Pictures (GOP) structure attacks.
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Acero, Nicole, Emma Herrero, Juanita Foncham, Jamie McIlvaine, Emre Kayaalp, Melissa Figueora, and Antonia Francis Oladipo. "Accuracy, Quality, and Misinformation of YouTube Abortion Procedural Videos: Cross-Sectional Study." Journal of Medical Internet Research 26 (October 22, 2024): e50099. http://dx.doi.org/10.2196/50099.
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Background The internet is often the first source patients turn to for medical information. YouTube is a commonly used internet-based resource for patients seeking to learn about medical procedures, including their risks, benefits, and safety profile. Abortion is a common yet polarizing medical procedure. People interested in obtaining an abortion are likely to use the internet to learn more about abortion procedures and may encounter misinformed and biased information. This is troubling as information found on the internet can significantly alter perceptions and understanding of these procedures. There is no current research that evaluates the accuracy, quality, and misinformation of instructional abortion videos available to patients. Objective The purpose of this study was to assess if any given video can deliver accurate and quality information about this topic in an unbiased manner and to assess the level of factually incorrect, distorted, or medically irrelevant information in any given video. Methods Procedural methods of abortion were queried on YouTube on August 22, 2022. The videos were screened with strict exclusion criteria. Videos were categorized into “video slants” based on the language and attitudes expressed in each video. Video accuracy was calculated using the Surgical Curriculum in Obstetrics and Gynecology (SCOG) checklist for each corresponding procedure. Video quality was calculated using the Laparoscopic Surgery Video Educational Guidelines (LAP-VEGaS) criteria. The level of misinformation was assessed with the evidence-based Anti-Choice Rubric, which scores the amount of factually incorrect, distorted, or medically irrelevant information in each video. Results A total of 32 videos were analyzed and categorized into 3 “video slant” groups: neutral (n=23, 72%), antichoice (n=4, 12%), and prochoice (n=5, 16%). Using the SCOG checklist, neutral videos had the highest median accuracy (45.9%), followed by antichoice videos (24.6%) and prochoice videos (18.5%). None of the videos met the LAP-VEGaS quality control criteria, (score>11, indicating adequate quality). Neutral videos had a median score of 8.8 out of 18, with antichoice videos scoring 10.75 and prochoice videos scoring 6.2. Using the Anti-Choice Rubric, neutral videos mentioned only 1 factually incorrect piece of information. Antichoice videos mentioned 12 factually incorrect pieces of information, 8 distortions, and 3 medically irrelevant pieces of information. Prochoice videos did not mention any of the 3 themes. Conclusions Using the SCOG checklist, the accuracy of instructional videos were inconsistent across the 3 identified “video slants.” Using LAP-VEGaS criteria, the quality of educational videos were also inconsistent across the 3 “video slants.” Prochoice videos had the lowest level of misinformation, with no mentions of any of the 3 themes. Antichoice videos had the highest levels of misinformation, with mentions in all 3 themes. Health care professionals should consider this when counseling patients who may watch YouTube videos for information regarding abortion procedures.
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Yang, Saelyne, Sunghyun Park, Yunseok Jang, and Moontae Lee. "YTCommentQA: Video Question Answerability in Instructional Videos." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 17 (March 24, 2024): 19359–67. http://dx.doi.org/10.1609/aaai.v38i17.29906.
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Instructional videos provide detailed how-to guides for various tasks, with viewers often posing questions regarding the content. Addressing these questions is vital for comprehending the content, yet receiving immediate answers is difficult. While numerous computational models have been developed for Video Question Answering (Video QA) tasks, they are primarily trained on questions generated based on video content, aiming to produce answers from within the content. However, in real-world situations, users may pose questions that go beyond the video's informational boundaries, highlighting the necessity to determine if a video can provide the answer. Discerning whether a question can be answered by video content is challenging due to the multi-modal nature of videos, where visual and verbal information are intertwined. To bridge this gap, we present the YTCommentQA dataset, which contains naturally-generated questions from YouTube, categorized by their answerability and required modality to answer -- visual, script, or both. Experiments with answerability classification tasks demonstrate the complexity of YTCommentQA and emphasize the need to comprehend the combined role of visual and script information in video reasoning. The dataset is available at https://github.com/lgresearch/YTCommentQA.
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Cui, Limeng, and Lijuan Chu. "YouTube Videos Related to the Fukushima Nuclear Disaster: Content Analysis." JMIR Public Health and Surveillance 7, no. 6 (June 7, 2021): e26481. http://dx.doi.org/10.2196/26481.
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Background YouTube (Alphabet Incorporated) has become the most popular video-sharing platform in the world. The Fukushima Daiichi Nuclear Power Plant (FDNPP) disaster resulted in public anxiety toward nuclear power and radiation worldwide. YouTube is an important source of information about the FDNPP disaster for the world. Objective This study's objectives were to examine the characteristics of YouTube videos related to the FDNPP disaster, analyze the content and comments of videos with a quantitative method, and determine which features contribute to making a video popular with audiences. This study is the first to examine FDNPP disaster–related videos on YouTube. Methods We searched for the term “Fukushima nuclear disaster” on YouTube on November 2, 2019. The first 60 eligible videos in the relevance, upload date, view count, and rating categories were recorded. Videos that were irrelevant, were non-English, had inappropriate words, were machine synthesized, and were <3 minutes long were excluded. In total, 111 videos met the inclusion criteria. Parameters of the videos, including the number of subscribers, length, the number of days since the video was uploaded, region, video popularity (views, views/day, likes, likes/day, dislikes, dislikes/day, comments, comments/day), the tone of the videos, the top ten comments, affiliation, whether Japanese people participated in the video, whether the video recorder visited Fukushima, whether the video contained theoretical knowledge, and whether the video contained information about the recent situation in Fukushima, were recorded. By using criteria for content and technical design, two evaluators scored videos and grouped them into the useful (score: 11-14), slightly useful (score: 6-10), and useless (score: 0-5) video categories. Results Of the 111 videos, 43 (38.7%) videos were useful, 43 (38.7%) were slightly useful, and 25 (22.5%) were useless. Useful videos had good visual and aural effects, provided vivid information on the Fukushima disaster, and had a mean score of 12 (SD 0.9). Useful videos had more views per day (P<.001), likes per day (P<.001), and comments per day (P=.02) than useless and slightly useful videos. The popularity of videos had a significant correlation with clear sounds (likes/day: P=.001; comments/day: P=.02), vivid information (likes/day: P<.001; comments/day: P=.007), understanding content (likes/day: P=.001; comments/day: P=.04). There was no significant difference in likes per day (P=.72) and comments per day (P=.11) between negative and neutral- and mixed-tone videos. Videos about the recent situation in Fukushima had more likes and comments per day. Video recorders who personally visited Fukushima Prefecture had more subscribers and received more views and likes. Conclusions The possible features that made videos popular to the public included video quality, videos made in Fukushima, and information on the recent situation in Fukushima. During risk communication on new forms of media, health institutes should increase publicity and be more approachable to resonate with international audiences.
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Sadry, Sanaz, and Ece Buyukbasaran. "Content analysis and reliability of YouTube™ videos on clear aligner." APOS Trends in Orthodontics 11 (October 5, 2021): 209–17. http://dx.doi.org/10.25259/apos_46_2021.
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Objectives: The aim of the present study is to evaluate the accuracy and reliability of the information provided in the videos about the clear aligner on the Youtube video platform, an internet information source. Materials and Methods: A video search was performed on the Youtube video platform using three keywords determined with the Google Trends application. After the videos were ranked based on their view counts, a total of 75 videos were analyzed, 47 being the first for each term. After applying the exclusion criteria (repetitive content, no audio content or title information, irrelevant to the topic, only promotional content, duration over 15 min, and addressing other orthodontic treatments), the remaining 47 videos were evaluated. Regarding the videos, the following parameters were recorded: View count, number of likes, number of dislikes, number of comments, video duration, and days since the uploaded date. A scoring system consisting of seven parameters was used to classify the video content quality as low and high. The video information and quality index were utilized to evaluate the quality of the videos universally. Statistical analyses were performed with Stata/IC computer program using Shapiro–Wilks, Kruskall–Wallis, Mann–Whitney U, and linear regression (Backward method) tests. Statistical significance value was set at P < 0.05. Results: Evaluation of the videos based on their upload source revealed that 27 videos were downloaded from individuals, ten videos from doctors and ten videos from commercial sources, and the number of subscribers to these sources varied significantly (P < 0.05). Evaluation of the videos based on the information provided, revealed that 32 videos had poor quality, ten videos had moderate quality and five videos had good quality information content, and the video durations varied significantly (P < 0.05). It was seen that of the 75 videos viewed, only 10 (13.3%) provided information of moderate-good quality. The number of likes was found to be the parameter that significantly affects the view count (P < 0.05). Conclusion: YouTube videos prove insufficient as a source of information on orthodontic treatment with clear aligner. Health-care professionals should be aware of online platforms to ensure that patients can access accurate information.
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Sadry, Sanaz, and Ece Buyukbasaran. "Content analysis and reliability of YouTube™ videos on clear aligner." APOS Trends in Orthodontics 11 (October 5, 2021): 209–17. http://dx.doi.org/10.25259/apos_46_2021.
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Objectives: The aim of the present study is to evaluate the accuracy and reliability of the information provided in the videos about the clear aligner on the Youtube video platform, an internet information source. Materials and Methods: A video search was performed on the Youtube video platform using three keywords determined with the Google Trends application. After the videos were ranked based on their view counts, a total of 75 videos were analyzed, 47 being the first for each term. After applying the exclusion criteria (repetitive content, no audio content or title information, irrelevant to the topic, only promotional content, duration over 15 min, and addressing other orthodontic treatments), the remaining 47 videos were evaluated. Regarding the videos, the following parameters were recorded: View count, number of likes, number of dislikes, number of comments, video duration, and days since the uploaded date. A scoring system consisting of seven parameters was used to classify the video content quality as low and high. The video information and quality index were utilized to evaluate the quality of the videos universally. Statistical analyses were performed with Stata/IC computer program using Shapiro–Wilks, Kruskall–Wallis, Mann–Whitney U, and linear regression (Backward method) tests. Statistical significance value was set at P < 0.05. Results: Evaluation of the videos based on their upload source revealed that 27 videos were downloaded from individuals, ten videos from doctors and ten videos from commercial sources, and the number of subscribers to these sources varied significantly (P < 0.05). Evaluation of the videos based on the information provided, revealed that 32 videos had poor quality, ten videos had moderate quality and five videos had good quality information content, and the video durations varied significantly (P < 0.05). It was seen that of the 75 videos viewed, only 10 (13.3%) provided information of moderate-good quality. The number of likes was found to be the parameter that significantly affects the view count (P < 0.05). Conclusion: YouTube videos prove insufficient as a source of information on orthodontic treatment with clear aligner. Health-care professionals should be aware of online platforms to ensure that patients can access accurate information.
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Bandabe, Surabhi, Janhavi Zambre, Pooja Gosavi, Roshni Gupta, and Prof J. A. Gaikwad. "Youtube Transcript Summarizer Using Flask." International Journal for Research in Applied Science and Engineering Technology 11, no. 4 (April 30, 2023): 98–104. http://dx.doi.org/10.22214/ijraset.2023.50001.
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Abstract: Every day, countless videos are being created and shared on YouTube. and Such videos are the primary source of learning for college and school going students, people preparing for competitive exams and many more people use YouTube for productive outcomes. But longer than expected videos can be difficult to watch, and if we don't learn anything useful from them, our efforts might be in vain. Even sometimes while watching video people face lots of obstacles like network issues and all may lead to wastage of time. Automated summarization of video text allows us to quickly spot important trends and efficiently streamline the video's content, thus saving our time and efforts. In this YouTube transcript summarizer web application developed using flask, the transcript of the video is converted into text and thus summarizing that text and in case if there is no transcript available then the model will convert the audio directly into text using speech recognition followed by the summarization. Summary can be downloaded and translate in different language. Summarization of the video is done by using Python libraries and NLP (Natural Language Processing).
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KETENCİ, Sema, and Nazife Gökçe AKPINAR. "Toplumda Akılcı Antibiyotik Kullanımı Hakkında Bir Kaynak Olarak Youtube™ Kalitesi: Antimikrobiyal Yönetimine İyileştirici Bir Yaklaşım." Kırıkkale Üniversitesi Tıp Fakültesi Dergisi 25, no. 3 (August 11, 2023): 400–407. http://dx.doi.org/10.24938/kutfd.1313973.
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Objective: Infections for which antibiotics were influential in the past, cannot be adequately treated today and the evolution of microorganisms with multiple antibiotic resistance is due to the irrational use of antibiotics. The study aims to help develop effective drug information systems for rational antibiotic use and enable patients to make informed treatment decisions.
Material and Methods: A search of YouTube™ was performed using the three keywords ‘correct antibiotic use’, ‘wrong antibiotic use’, and ‘antibiotic resistance’. Video lengths, dates of upload, numbers of total views, likes, dislikes, and comments were collected. The study viewed and analyzed the top 90 directly relevant videos for each of our search terms. Two pharmacologists independently evaluated the videos. For each video viewed, the following information was analyzed: the video's title, the date it was uploaded, the source and location of the video, the number of views the video has received overall, its duration, the number of likes and dislikes, and the number of comments.
Results: 90 of the top 422 videos from the YouTube™ search results after evaluation were added to the study for additional examination. The mean DISCERN and JAMA scores were 46.42±10.91 and 2.29±0.58, respectively. There was a high correlation between the videos evaluated according to DISCERN and JAMA scales.
Conclusion: YouTube™ videos can be used as a valuable source for rational antibiotic use. This inclusion of antimicrobial resistance topics in social media could be a cornerstone in the worldwide fight against antimicrobial resistance if tested extensively in field conditions and used in the public interest on a larger scale.
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Niu, Zheyu, Yijie Hao, Faji Yang, Qirong Jiang, Yupeng Jiang, Shizhe Zhang, Xie Song, et al. "Quality of Pancreatic Neuroendocrine Tumor Videos Available on TikTok and Bilibili: Content Analysis." JMIR Formative Research 8 (December 11, 2024): e60033-e60033. https://doi.org/10.2196/60033.
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Abstract Background Disseminating disease knowledge through concise videos on various platforms is an innovative and efficient approach. However, it remains uncertain whether pancreatic neuroendocrine tumor (pNET)-related videos available on current short video platforms can effectively convey accurate and impactful information to the general public. Objective Our study aims to extensively analyze the quality of pNET-related videos on TikTok and Bilibili, intending to enhance the development of pNET-related social media content to provide the general public with more comprehensive and suitable avenues for accessing pNET-related information. Methods A total of 168 qualifying videos pertaining to pNETs were evaluated from the video-sharing platforms Bilibili and TikTok. Initially, the fundamental information conveyed in the videos was documented. Subsequently, we discerned the source and content type of each video. Following that, the Global Quality Scale (GQS) and modified DISCERN (mDISCERN) scale were employed to appraise the educational value and quality of each video. A comparative evaluation was conducted on the videos obtained from these two platforms. Results The number of pNET-related videos saw a significant increase since 2020, with 9 videos in 2020, 19 videos in 2021, 29 videos in 2022, and 106 videos in 2023. There were no significant improvements in the mean GQS or mDISCERN scores from 2020 to 2023, which were 3.22 and 3.00 in 2020, 3.33 and 2.94 in 2021, 2.83 and 2.79 in 2022, and 2.78 and 2.94 in 2023, respectively. The average quality scores of the videos on Bilibili and Tiktok were comparable, with GQS and mDISCERN scores of 2.98 on Bilibili versus 2.77 on TikTok and 2.82 on Bilibili versus 3.05 on TikTok, respectively. The source and format of the videos remained independent factors affecting the two quality scores. Videos that were uploaded by professionals (hazard ratio=7.02, P=.002) and recorded in specialized popular science formats (hazard ratio=12.45, P<.001) tended to exhibit superior quality. Conclusions This study demonstrates that the number of short videos on pNETs has increased in recent years, but video quality has not improved significantly. This comprehensive analysis shows that the source and format of videos are independent factors affecting video quality, which provides potential measures for improving the quality of short videos.
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Koul, Rishu, E. Mahesh Gowda, Guruprasada Upadhyay, Deepak Kalia, and Kamal Verma. "Evaluation of content usefulness and quality of YouTube™ videos as an information source for maxillofacial prosthesis." SRM Journal of Research in Dental Sciences 15, no. 3 (July 2024): 149–56. http://dx.doi.org/10.4103/srmjrds.srmjrds_49_24.
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ABSTRACT Background: Social media platforms such as YouTube™ have become a widely popular source for information regarding health-related issues about medical and dental issues. The simplicity of online watching has concealed the drawback that these videos are not regularly reviewed or checked for their suitability as educational resources for dental professionals and students. Aim: The purpose of the current study was to evaluate the content and quality of videos on YouTube™ regarding maxillofacial prosthesis as a source of learning by dental professionals. Materials and Methods: Fifty-one videos satisfying inclusion criteria were watched and carefully reviewed. After that, the following data were recorded in terms of domain in maxillofacial prosthesis: number of views, likes, comments, subscribers of the channel, viewing rate, duration since upload of video, video length/duration, primary purpose of videos, video sources, target group of video, video content, video content usefulness score, modified discern instrument score, and global quality score. Results: No misleading video about said topic was uploaded during the period. Only 5.9% of the YouTube™ videos on maxillofacial prostheses were good. Conclusions: There is a dearth of good-quality videos and videos about maxillofacial prosthesis maintenance, which raises questions if maxillofacial videos on YouTube™ would be equally beneficial for patients.
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Wen, Hao. "Research on the Advantages of Short Video and the Way to Revive Long Video." Communications in Humanities Research 26, no. 1 (January 3, 2024): 17–20. http://dx.doi.org/10.54254/2753-7064/26/20232005.
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Short video is one of the fastest growing industries at present, and the spread of short video on social media is very large. Long videos not only provide more selectivity, but also change the way humans watch videos. However, in the face of massive content competition, it becomes more difficult to attract viewers, leading to more people choosing to watch short videos. This paper explores the advantages of short video in modern communication, and proposes the revival of long video. Short videos are popular for their concise and clear features, which grab viewers' attention in a fast-paced society. They are easily shared and disseminated across various platforms, expanding the reach of information. Moreover, short videos provide a rich audio-visual experience, making communication more lively and interesting. On the other hand, long videos face challenges such as the dominance of short video platforms, rising membership fees, and copyright restrictions. To revive long videos, platforms can open up copyrights, reduce fees, and improve member benefits. Creators should focus on producing premium content with appealing themes, while the government can promote the import of foreign films to enrich viewing options. Viewers can use their free time to watch long-form videos in theaters or on TV. By addressing these challenges and promoting quality content, long-form videos can thrive alongside short-form videos in the modern media landscape.
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Liu, Jiaying, and Yan Zhang. "Modeling Health Video Consumption Behaviors on Social Media: Activities, Challenges, and Characteristics." Proceedings of the ACM on Human-Computer Interaction 8, CSCW1 (April 17, 2024): 1–28. http://dx.doi.org/10.1145/3653699.
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Many people now watch health videos, such as diet, exercise, mental health, COVID-19, and chronic disease videos, on social media. Most existing studies focused on video creators, leaving the motivations and practices of viewers underexplored. We interviewed 18 participants, surveyed 121 respondents, and derived a model characterizing consumers' video consumption practices on social media. The practices include five main activities: deciding to watch videos driven by various motivations, accessing videos on social media through a socio-technical ecosystem, watching videos to meet informational, emotional, and entertainment needs, evaluating the credibility and interestingness of videos, and using videos to achieve health goals. Through an iterative video consumption process, individuals strategically navigate across multiple platforms, seeking better accessibility, higher reliability, and cultivating a stronger motivation. They actively look for longer and more in-depth videos. We further identified challenges consumers face while consuming health videos on social media and discussed design implications and directions for future research.
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Chang, Min Cheol, Byung Joo Lee, and Donghwi Park. "The Quality, Reliability, and Accuracy of Videos Regarding Exercises and Management for Dysphagia in Pediatric Populations Uploaded on YouTube." Children 9, no. 10 (October 4, 2022): 1514. http://dx.doi.org/10.3390/children9101514.
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Objectives: YouTube is well known for providing easy access to various kinds of video content. In this study, we investigated the quality and reliability of videos on YouTube addressing exercise or dysphagia management in the pediatric population. Methods: Video quality and reliability were assessed by using the Global Quality Scale (GQS) and a modified DISCERN tool, respectively. The accuracy of the information in each video was also evaluated. Other information, including the video source, length, date of upload, as well as the number of views, likes, dislikes, and comments were investigated, and statistical significance was determined. Results: In total, 22 videos on exercises and dysphagia management in pediatric populations were evaluated; 36.4% and 72.7% of these videos did not have high quality or reliability, respectively. Moreover, half of the videos did not contain accurate information. Even when videos were created by medical specialists, many of these YouTube videos were of low quality, reliability, and accuracy. Conclusion: The reliability, quality, and accuracy of many videos on exercise or dysphagia management in the pediatric population were low. Video creators, especially medical specialists, should strive to create videos with high quality, reliability, and accuracy.
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Satıcı, Muhammed Halit, and Mahmut Sami Tutar. "Analyzing the educational quality of YouTube videos on paravertebral block techniques." Challenge Journal of Perioperative Medicine 2, no. 2 (July 5, 2024): 43. http://dx.doi.org/10.20528/cjpm.2024.02.003.
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Aim: People can learn new skills, explore content related to their interests, and get to know different cultures through YouTube videos. It is important to be conscious when using platforms such as YouTube and to take care to obtain information from verified and reliable sources. Students especially watch medical videos on YouTube, which can improve their medical knowledge. Our aim in this study is to evaluate the educational content and quality of paravertebral block videos on YouTube.Materials and Method: Videos were recorded by typing the term 'paravertebral block ultrasound' into the YouTube search engine. In filtering, sorting was done according to the number of views. 100 videos on the first 5 pages were watched and evaluated. To evaluate the videos on YouTube, we used two different surveys, evaluating the educational content of the videos (Survey 1) and evaluating the quality of the videos (Survey 2).Results: Our study revealed that only a third of paravertebral block education videos met relevant criteria, with just (33) 18.2% demonstrating both good educational quality and preparation. There was a positive correlation between the video educational quality score and all parameters, with significant differences found for “video duration” and “video preparation quality score” (r=0.506, p=0.003, and r=0.84, p<0.001, respectively). Similarly, the video preparation quality score showed a positive correlation with all parameters, with significant differences found for “number of video likes” and “video duration” (r=0.373, p=0.033, and r=0.413, p=0.017, respectively).Conclusions: Paravertebral block videos on YouTube are inadequate in terms of educational and preparation quality. According to our analysis, we do not recommend using YouTube videos for educational purposes.
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Olsen, Rikke Groth, Lars Konge, Khalilullah Hayatzaki, Mike Allan Mortensen, Andreas Røder, and Flemming Bjerrum. "Medical Students Cannot Assess Robotic Surgeons Performing Radical Prostatectomy." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 19, no. 4 (August 2024): 213–19. http://dx.doi.org/10.1097/sih.0000000000000733.
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Introduction Medical students have previously been shown to be just as effective for video rating as experts. We want to compare medical students to experienced surgeons as video assessors of simulated robot-assisted radical prostatectomy (RARP) performance. Materials and Methods Video recordings of three RARP modules on the RobotiX (formerly Simbionix) simulator from a previous study were used. Five novice surgeons, five experienced robotic surgeons, and five experienced robotic surgeons in RARP performed a total of 45 video-recorded procedures. The videos were assessed with the modified Global Evaluative Assessment of Robotic Skills tool as both full-length and an edited edition that only included the first 5 minutes of the procedure. Results Fifty medical students and two experienced RARP surgeons (ES) performed a total of 680 video ratings of full-length videos and 5-minute videos (2–9 ratings per video). Medical students and ES showed poor agreement for both full-length videos and 5-minute videos (0.29 and −0.13, respectively). Medical students could not discriminate between the skill level of the surgeons in either full-length videos or 5-minute videos (P = 0.053–0.36 and P = 0.21–0.82), whereas ES could discriminate between novice surgeons and experienced surgeons (full-length, P < 0.001, and 5 minutes, P = 0.007) and intermediate and experienced surgeons (full-length, P = 0.001, and 5 minutes, P = 0.01) in both full-length videos and 5-minute videos. Conclusion We found that medical students cannot be used to assess RARP because they showed poor agreement with the ES rating for both full-length videos and 5-minute videos. Medical students could not discriminate between surgical skill levels.
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Alsrehin, Nawaf O., and Ahmad F. Klaib. "VMQ: an algorithm for measuring the Video Motion Quality." Bulletin of Electrical Engineering and Informatics 8, no. 1 (March 1, 2019): 231–38. http://dx.doi.org/10.11591/eei.v8i1.1418.
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This paper proposes a new full-reference algorithm, called Video Motion Quality (VMQ) that evaluates the relative motion quality of the distorted video generated from the reference video based on all the frames from both videos. VMQ uses any frame-based metric to compare frames from the original and distorted videos. It uses the time stamp for each frame to measure the intersection values. VMQ combines the comparison values with the intersection values in an aggregation function to produce the final result. To explore the efficiency of the VMQ, we used a set of raw, uncompressed videos to generate a new set of encoded videos. These encoded videos are then used to generate a new set of distorted videos which have the same video bit rate and frame size but with reduced frame rate. To evaluate the VMQ, we applied the VMQ by comparing the encoded videos with the distorted videos and recorded the results. The initial evaluation results showed compatible trends with most of subjective evaluation results.
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Laghari, Asif Ali, Hui He, Shahid Karim, Himat Ali Shah, and Nabin Kumar Karn. "Quality of Experience Assessment of Video Quality in Social Clouds." Wireless Communications and Mobile Computing 2017 (2017): 1–10. http://dx.doi.org/10.1155/2017/8313942.
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Video sharing on social clouds is popular among the users around the world. High-Definition (HD) videos have big file size so the storing in cloud storage and streaming of videos with high quality from cloud to the client are a big problem for service providers. Social clouds compress the videos to save storage and stream over slow networks to provide quality of service (QoS). Compression of video decreases the quality compared to original video and parameters are changed during the online play as well as after download. Degradation of video quality due to compression decreases the quality of experience (QoE) level of end users. To assess the QoE of video compression, we conducted subjective (QoE) experiments by uploading, sharing, and playing videos from social clouds. Three popular social clouds, Facebook, Tumblr, and Twitter, were selected to upload and play videos online for users. The QoE was recorded by using questionnaire given to users to provide their experience about the video quality they perceive. Results show that Facebook and Twitter compressed HD videos more as compared to other clouds. However, Facebook gives a better quality of compressed videos compared to Twitter. Therefore, users assigned low ratings for Twitter for online video quality compared to Tumblr that provided high-quality online play of videos with less compression.
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Ma, Zirui, and Bin Gu. "The influence of firm-Generated video on user-Generated video: Evidence from China." International Journal of Engineering Business Management 14 (January 2022): 184797902211186. http://dx.doi.org/10.1177/18479790221118628.
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We examined the impact of firm-generated content on firm-related user-generated content. Researches have proven that firm-related user-generated content impacts firm revenue. Therefore, it is necessary to determine what factors stimulate the creation of firm-related user-generated content. Creating user-generated videos related to companies (e.g. E-sports) on Chinese online video platforms often includes the use of firm-generated videos as material. It may suggest that firm-generated content may play an essential role in influencing Internet users to create firm-related user-generated content. We collected a unique dataset using a Python web crawler and used the LSDV model for empirical analysis, including 2977 firm-generated videos and 49860 user-generated videos, to explore the impact of firm-generated video attributes on user-generated videos. The results show that some attributes of firm-generated video have a significant impact on user-generated video. The number of comments and coins on firm-generated videos positively affects user-generated videos, while the number of favorite on firm-generated videos negatively affects user-generated videos. We also found that the difference in how users feel about firm-generated videos affects the likelihood of users creating their original videos. User engagement and user brand identity in FGV positively impact stimulating user-generated videos. The authors suggest that companies can maximize the impact on user-generated content by targeting the creation of firm-generated content based on these video attributes. The authors also suggest that firms further investigate theories related to motivational factors, such as the impact of consumer engagement, brand identity, and perceived usefulness on user-generated content.
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Retnani, Ajeng Dwi, Titin Sutini, and Suhendar Sulaeman. "Video Kartun dan Video Animasi dapat Menurunkan Tingkat Kecemasan Pre Operasi pada Anak Usia Pra Sekolah." Jurnal Keperawatan Silampari 3, no. 1 (November 8, 2019): 332–41. http://dx.doi.org/10.31539/jks.v3i1.837.
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The purpose of this study was to analyze the effect of cartoon videos and animated videos on reducing preoperative anxiety levels in pre-school age children. This research method uses quasi-experimental with a pre and post-test approach with out control. The results showed that the reduction in preoperative anxiety levels in pre-school children after being given a cartoon video intervention by 4.20, after being given an animated video intervention by 4.70 and after being given a combination intervention between cartoon videos + animated videos by 7.20. Based on this, the level of preoperative anxiety using a cartoon video + animated video combination intervention showed the greatest decrease. The results of the study also obtained p value> 0,000. Conclusions, the influence of cartoon videos and animated videos on the reduction of preoperative anxiety levels in pre-school age children.
Keywords: Animation, Anxiety, Pre Operation, Cartoon Video
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Fu, Xinyi. "Analysis of the Popular Trends in Movie Commentary Videos." Communications in Humanities Research 52, no. 1 (January 3, 2025): 257–64. https://doi.org/10.54254/2753-7064/2024.19781.
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With the continuous advancement of network technology and the widespread use of mobile devices such as smartphones, short video formats have become increasingly popular, providing a wide range of channels and audience base for the dissemination of movie commentary videos. How to increase the likes of a video is a question that movie commentary video bloggers need to consider. This study studies the content characteristics of comedy film commentary videos and suspense film commentary videos on the Tiktok platform. Research has shown that compared to videos that are too long or too short, movie commentary videos of appropriate length are more likely to be popular among audiences; The relationship between the number of tags and the number of likes varies depending on the content type. The research conclusion can help movie commentary video creators optimize their videos, improve creative efficiency, and provide new ideas for the development of short video platforms.
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Rachmaniar, Rachmaniar, and Renata Anisa. "Video Inovasi Bisnis Kuliner di Youtube (Studi Etnografi Virtual tentang Keberadaan Video-video Inovasi Bisnis Kuliner di Youtube)." Proceeding of Community Development 1 (April 4, 2018): 89. http://dx.doi.org/10.30874/comdev.2017.14.
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The purpose of this study is to analyze the presence of culinary business innovation videos on YouTube, viewed from videos that have high views and video content uploaded by YouTuber related to culinary business innovation videos. The method used in this study is a qualitative method with a virtual ethnography approach to knowing the existence of culinary business innovation videos on YouTube. The main object of this research is the videos related to culinary business innovation on YouTube.Teknik data collection conducted through participatory observation and study of literature. The results of this study indicate that the videos related to culinary business innovation on YouTube that has high views are the videos that many show bananas as the basic ingredients of processed foods made innovatively and can be used as a source of business for anyone. While video content uploaded a lot by YouTuber related to culinary business innovation videos is a food processing video that can be used as a source of business.
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Maganur, Prabhadevi C., Zaki Hakami, Ravi Gummaraju Raghunath, Sudhakar Vundavalli, Ganesh Jeevanandan, Yousef M. Almugla, Sanjeev B. Khanagar, and Satish Vishwanathaiah. "Reliability of Educational Content Videos in YouTubeTM about Stainless Steel Crowns." Children 9, no. 4 (April 17, 2022): 571. http://dx.doi.org/10.3390/children9040571.
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The purpose of the present study is to evaluate the quality and educational information provided on YouTubeTM about stainless steel crowns (SSC). Videos were searched for on YouTube TM using keywords related to stainless steel crowns in pediatric dentistry in the Google Trends application. A total of 52 videos were available. After exclusion criteria application, 22 videos were selected for the study for analysis. To classify the video content as high or low quality, a scoring system formed of seven parameters was used. For a global evaluation of the video quality, the video information and quality index were applied. Data obtained were analyzed statistically. Only a few videos explained the importance of SSCs. Most of the videos uploaded with a high number of likes were of low quality. Very few videos were of high quality. The content quality and educational quality of videos is poor and incomplete. None of the videos explained the need for the SSC and its benefits in pediatric dentistry.
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Verma, Shreyas, and John Leddo. "Comparing the Effectiveness between Human-generated Videos and AI-Generated Videos on Learning." International Journal of Social Science and Economic Research 09, no. 10 (2024): 4071–76. http://dx.doi.org/10.46609/ijsser.2024.v09i10.004.
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The present study investigates the relative effectiveness of AI vs. human-generated educational videos on learning. 19 students between the grades of 8 and 12 were given a video to watch on epigenetics, which they had no prior knowledge of. Eight of the students were given a Visla, an AI generative video platform, video on epigenetics while the other eleven were given a humancreated YouTube video on epigenetics. Both videos had the same content. After watching the video students were given a 20-question quiz to complete. Results showed scores on the post-test were virtually identical across the two groups. This suggests that AI-generated videos can be just as effective educationally as human-produced videos. As a result, AI-generated videos may represent a much more cost-effective way of delivering content and without sacrificing educational benefits.
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Li, Hao, Zhaoquan Gu, Lianbing Deng, Yi Han, Cheng Yang, and Zhihong Tian. "A Fine-Grained Video Encryption Service Based on the Cloud-Fog-Local Architecture for Public and Private Videos." Sensors 19, no. 24 (December 5, 2019): 5366. http://dx.doi.org/10.3390/s19245366.
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With the advancement of cloud computing and fog computing, more and more services and data are being moved from local servers to the fog and cloud for processing and storage. Videos are an important part of this movement. However, security issues involved in video moving have drawn wide attention. Although many video-encryption algorithms have been developed to protect local videos, these algorithms fail to solve the new problems faced on the media cloud, such as how to provide a video encryption service to devices with low computing power, how to meet the different encryption requirements for different type of videos, and how to ensure massive video encryption efficiency. To solve these three problems, we propose a cloud-fog-local video encryption framework which consists of a three-layer service model and corresponding key management strategies, a fine-grain video encryption algorithm based on the network abstract layer unit (NALU), and a massive video encryption framework based on Spark. The experiment proves that our proposed solution can meet the different encryption requirements for public videos and private videos. Moreover, in the experiment environment, our encryption algorithm for public videos reaches a speed of 1708 Mbps, and can provide a real-time encryption service for at least 42 channels of 4K-resolution videos.
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Mendelson, Jonathan, Jennifer Lee Gibson, and Jennifer Romano-Bergstrom. "Displaying Videos in Web Surveys." Social Science Computer Review 35, no. 5 (August 18, 2016): 654–65. http://dx.doi.org/10.1177/0894439316662439.
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Videos are often used in web surveys to assess attitudes. While including videos may allow researchers to test immediate reactions, there may be issues associated with displaying videos that are overlooked. In this article, we examine the effects of using video stimuli on responses in a probability-based web survey. Specifically, we evaluate the association between demographics, mobile device usage, and the ability to view videos; differences in ad recall based on whether respondents saw a video or still images of the video; whether respondents’ complete viewing of videos is related to presentation order; and the data quality of follow-up questions to the videos as a function of presentation order and complete viewing. Overall, we found that respondents using mobile browsers were less likely to be able to view videos in the survey. Those who could view videos were more likely to indicate recall compared to those who viewed images, and videos that were shown later in the survey were viewed in their entirety less frequently than those shown earlier. These results directly pertain to the legitimacy of using videos in web surveys to gather data about attitudes.
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Aydogan, Tahsin Batuhan. "Quality of information in YouTube videos on prostate fusion biopsy." Yeni Üroloji Dergisi 17, no. 3 (October 27, 2022): 149–57. http://dx.doi.org/10.33719/yud.2022;17-3-1105871.
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Objective: The aim of this study is to evaluate the quality of videos on YouTube related to MRI-TRUS prostate fusion biopsy. Material and Methods: A YouTube search was made on March 16, 2022, for the videos related to “MRI-TRUS prostate fusion biopsy”. The first 70 videos were ranked during this study by choosing “relevance” as a criterion. Video content quality was evaluated using the internationally validated Journal of the American Medical Association Benchmark Score (JAMAS) and Global Quality Score (GQS). The researcher also developed MRI-TRUS Prostate Fusion Biopsy Scoring (MTPFBS) to evaluate videos’ technical content. The upload origin and length of video view count, like and dislike ratios, and video power indexes (VPI) were all evaluated. Results: Video content from academic center sources had significantly higher GQS scores than scientific meetings or private institution videos. Video content prepared by private institution sources had significantly lower MTPFBS and JAMA scores than other videos (p<0.05). According to the type of information, videos uploaded with voice and writing had significantly higher JAMAS and MTPFBS than voice alone (p<0.05). The length of videos showed a positive correlation with JAMA and MTPFBS. VPI and the number of likes showed a strong correlation. However, VPI or the number of likes did not correlate with GQS, JAMAS, and MTPFBS scores. Conclusion: Evaluated on YouTube, the MRI-TRUS prostate fusion biopsy videos were low quality. In that regard, videos prepared by specialists and academic centers should be standardized to transfer better quality information. According to current data, watching these video contents may not be recommended. Keywords: Multiparametric magnetic resonance imaging; prostate; internet
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Dupuis, Roxanne, Aviva A. Musicus, Brittany Edghill, Emma Keteku, and Marie A. Bragg. "How TikTok Influencers Disclose Food and Beverage Brand Partnerships: Descriptive Study." Journal of Medical Internet Research 27 (February 28, 2025): e60891. https://doi.org/10.2196/60891.
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Background Food and beverage marketing is an important influence on the health and diets of adolescents. Food and beverage companies spend billions of dollars annually on advertisements to promote their products and are increasingly focusing on social media influencers. Influencer product endorsements blur the line between entertainment and marketing. Objective This study aimed to quantify how often TikTok influencers promote products from food and beverage brands and document the range of ways they disclose brand relationships in their content. Methods We collected up to 100 videos posted on or before July 1, 2022, from each of the top 100 influencers on TikTok in the United States and recorded information about the influencer (eg, number of followers) and video (eg, number of views and likes). For each video that contained food or beverage products, we identified the main product featured. A team of research assistants then coded each video for how the product was featured (ie, in the video, audio, or caption) and, for branded products, whether the video was accompanied by any disclosures of brand relationships. Average pairwise percentage agreement among coders was 92%, and average pairwise Cohen κ was 0.82. Results Among the 8871 videos from 97 influencers that made up the final analytical sample, we identified 1360 videos (15.3%) that featured at least one food or beverage product. These 1360 videos were viewed >9 million times and received >1 million likes each. Nearly half (n=648, 47.6%) of the videos featured a branded product. Most videos featuring a branded product did not contain a brand relationship disclosure (n=449, 69.3%). Among videos that disclosed a brand relationship, influencers used 10 different types of disclosures. Tagging a brand in the video’s caption was the most common disclosure method (n=182, 28.1%). Six types of caption hashtags were used to disclose brand relationships, including #[brandname] (n=63, 9.7%) and #ad (n=30, 4.6%). Only 1 video (0.2%) made use of TikTok’s official disclosure label and only 1 video (0.2%) verbally mentioned a contractual agreement with a brand. Conclusions Among the food and beverage videos with disclosures we identified, the most frequently used mechanism—tagging the brand—did not clearly differentiate between sponsored content and the influencer trying to attract a brand or followers who may like that brand. Social media users, particularly adolescents, need clearer, more robust disclosures from influencers to protect against the undue influence of food marketing. These findings may also inform calls for the Children’s Food and Beverage Advertising Initiative—the largest self-regulatory pledge to reduce unhealthy food marketing—to include older adolescents, who are heavily targeted by food and beverage companies on social media.
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Luo, Lei, Rong Xin Jiang, Xiang Tian, and Yao Wu Chen. "Reference Viewpoints Selection for Multi-View Video Plus Depth Coding Based on the Network Bandwidth Constraint." Applied Mechanics and Materials 303-306 (February 2013): 2134–38. http://dx.doi.org/10.4028/www.scientific.net/amm.303-306.2134.
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In multi-view video plus depth (MVD) coding based free viewpoint video applications, a few reference viewpoints’ texture and depth videos should be compressed and transmitted at the server side. At the terminal side, the display view videos could be the decoded reference view videos or the virtual viewpoints’ videos which are synthesized by DIBR technology. The entire video quality of all display views are decided by the number of reference viewpoints and the compression distortion of each reference viewpoint’s texture and depth videos. This paper studies the impact of the reference viewpoints selection on the entire video quality of all display views. The results show that depending on the available network bandwidth, the MVD coding requires different selections of reference viewpoints to maximize the entire video quality of all display views.
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Smith, Peter E., James McGuire, Michael Falci, Dilli Ram Poudel, Richard Kaufman, Mary Ann Patterson, Benjamin Pelleschi, and Esther Shin. "Analysis of YouTube as a Source of Information for Diabetic Foot Care." Journal of the American Podiatric Medical Association 109, no. 2 (March 1, 2019): 122–26. http://dx.doi.org/10.7547/16-149.
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Background: Increasing amounts of diabetes-focused content is being posted to YouTube with little regulation as to the quality of the content. Diabetic education has been shown to reduce the risk of ulceration and amputation. YouTube is a frequently visited site for instructional and demonstrational videos posted by individuals, advertisers, companies, and health-care organizations. We sought to evaluate the usefulness of diabetic foot care video information on YouTube. Methods: YouTube was queried using the keyword phrase diabetic foot care. Original videos in English, with audio, less than 10 min long within the first 100 video results were evaluated. Two reviewers classified each video as useful or nonuseful/misleading. A 14-point usefulness criteria checklist was used to further categorize videos as most useful, somewhat useful, or nonuseful/misleading. Video sources were categorized by user type, and additional video metrics were collected. Results: Of 87 included videos, 56 (64.4%), were classified as useful and 31 (35.6%) as nonuseful/misleading. A significant difference in the mean length of useful videos vs nonuseful/misleading videos was observed (3.33 versus 1.73 min; P < .0001). There was no significant difference in terms of popularity metrics (likes, views, subscriptions, etc) between useful and nonuseful/misleading videos. Conclusions: This study demonstrates that although most diabetic foot care videos on YouTube are useful, many are still nonuseful/misleading. More concerning is the lack of difference in popularity between useful and nonuseful videos. Podiatric physicians should alert patients to possibly misleading information and offer a curated list of videos.
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Alpert, Frank, and Chris S. Hodkinson. "Video use in lecture classes: current practices, student perceptions and preferences." Education + Training 61, no. 1 (January 14, 2019): 31–45. http://dx.doi.org/10.1108/et-12-2017-0185.
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Purpose Despite the expansion of e-learning, higher education still involves live lectures, which students often see as “boring”. Lecture classes can be made more engaging and effective by including videos. However, empirical research is yet to report on current video use in lectures, or on student perceptions of and preferences for videos. The purpose of this paper is to fill that knowledge gap. Design/methodology/approach A two-stage mixed-method study used focus groups to gain a rich understanding of student’s video experiences, preferences and the types of videos they are shown. These understandings were utilised in a detailed on-line survey questionnaire, which was completed by a diverse sample of 773 university students, who responded about their recent in-class video experiences. Findings Students report that about 87 per cent of lecture classes included one or more videos. This paper reports on instructor practices, develops a video typology and reports on students’ preferred frequency, type of video, video source, video length and existing vs preferred video integration methods. Practical implications The results provide useful information for educational administrators. Recommendations are made for effective use of videos in lectures by instructors. Originality/value This is the first qualitative and survey research investigating current practice and student perceptions of video use during lecture classes. The authors also conduct the first survey with a broad sample across universities and academic disciplines using the unit of analysis of videos seen per course last week. Typologies of sources of videos, instructional functions, video facilitation techniques and types of videos used during lectures are proposed and then measured.
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Abas, Razif, Halimatus Sakdiah Minhat, Siti Zulaikha Zakariah, Rosni Ibrahim, Camellia Siti Maya Mohamed Razali, and Marzelan Salleh. "Production of Hand Music Videos in Anatomy Education for Medical Students in Malaysia." Education in Medicine Journal 15, no. 1 (March 31, 2023): 101–11. http://dx.doi.org/10.21315/eimj2023.15.1.8.
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Media are teaching resources that help teachers transmit messages and learning material to students effectively and efficiently. Music video making is one example of how educational media is used in anatomy training. The aim of this article is to elaborate the stages of hand music video development. The three main stages of film and video production are pre-production, production, and postproduction. Identifying the type of music video, script writing, song composition, music and vocal recording, and storyboard production are all parts of the pre-production stage. Shooting and selecting the music video’s mood, with a few adjustments, are part of the production stage. Finally, editing is included in the post-production stage. Hand music videos were found to aid in the teaching of anatomy, with the music video containing visual, auditory, and kinaesthetic elements. Therefore, music videos can be used as an alternative teaching approach, particularly in difficult subject areas that demand extensive memorisation.
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Wang, Yuting, and Linxin Cui. "Analysis and Improvement Strategies of Gansu Youth League Official Short Video Content from the Perspective of Recognition." Journal of New Media and Economics 1, no. 3 (May 2024): 57–64. http://dx.doi.org/10.62517/jnme.202410311.
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How to enhance the recognition of new media Official Short Videos among users? This paper selects the Douyin account of the Youth League of Gansu Province for analysis. Based on the literature on evaluating the effectiveness of communication of short videos, this article has developed a model for measuring video identity, and provided content analysis for the 9% of Gansu Youth League members with the highest degree of identity using this model. In the research, this article found that video materials tend to be official and original videos, and tends to focus on comprehensive organization, local content, and positive emotions. High quality video content in the form of video, plus the popular sound effect of only music, and videos with tags to participate in topics or Douyin challenges that last between 1 and 15 seconds, have the greatest chance of gaining user recognition. At the same time, official video sources, original videos, and videos from local sources have the highest correlation with recognition. Therefore, this article believes that in order to gain recognition for future Official Short Videos, more efforts should be made in these three aspects.
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Al-Jarf, Reima. "YouTube Videos as a Resource for Self-Regulated Pronunciation Practice in EFL Distance Learning Environments." Journal of English Language Teaching and Applied Linguistics 4, no. 2 (April 26, 2022): 44–52. http://dx.doi.org/10.32996/jeltal.2022.4.2.4.
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Many EFL students have limited opportunities to listen to native speakers, practice English out of class, have problems in listening comprehension, oral expression and lack oral fluency. This article proposes using YouTube videos to improve EFL students' pronunciation. It aims to show the following: (i) How YouTube videos can be integrated in EFL instruction to teach pronunciation; (ii) the advantages of integrating YouTube videos: They are free, provide variety of topics, speakers, difficulty level, can be easily downloaded to the laptop or mobile phone and can be viewed anywhere and anytime; (iii) show how examples YouTube videos that target a specific pronunciation skill can be located; (iv) criteria for selecting online videos such as the video length in minutes, topic familiarity, difficulty level, speed of the speakers, students’ proficiency level, and students’ interests; (v) pronunciation subskills that can be developed through supplementary YouTube videos; (vi) teaching and learning with YouTube videos before watching a video, while watching the video and after watching the video. Further recommendations for developing students’ pronunciation are given.
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Al-Jarf, Reima. "YouTube Videos as a Resource for Self-Regulated Pronunciation Practice in EFL Distance Learning Environments." Journal of English Language Teaching and Applied Linguistics 4, no. 2 (April 26, 2022): 44–52. http://dx.doi.org/10.32996/jeltal.2022.4.2.4.
Full textAbstract:
Many EFL students have limited opportunities to listen to native speakers, practice English out of class, have problems in listening comprehension, oral expression and lack oral fluency. This article proposes using YouTube videos to improve EFL students' pronunciation. It aims to show the following: (i) How YouTube videos can be integrated in EFL instruction to teach pronunciation; (ii) the advantages of integrating YouTube videos: They are free, provide variety of topics, speakers, difficulty level, can be easily downloaded to the laptop or mobile phone and can be viewed anywhere and anytime; (iii) show how examples YouTube videos that target a specific pronunciation skill can be located; (iv) criteria for selecting online videos such as the video length in minutes, topic familiarity, difficulty level, speed of the speakers, students’ proficiency level, and students’ interests; (v) pronunciation subskills that can be developed through supplementary YouTube videos; (vi) teaching and learning with YouTube videos before watching a video, while watching the video and after watching the video. Further recommendations for developing students’ pronunciation are given.
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Valenti, Elizabeth, Tennille Feldbush, and Jean Mandernach. "Comparison of Faculty and Student Perceptions of Videos in the Online Classroom." Journal of University Teaching and Learning Practice 16, no. 3 (July 1, 2019): 71–92. http://dx.doi.org/10.53761/1.16.3.6.
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While instructors and students generally value the integration of videos in the online classroom, there are a number of practical considerations that may mediate the utility of videos as a teaching and learning tool. The current survey examines faculty and student perceptions of videos in the online classroom with an emphasis on the practical factors that influence video integration. Results indicate differences in faculty and student acceptance and endorsements of videos for content presentation compared to assignment feedback. Faculty desire more opportunities to interact with their students (i.e., video-based discussions, video-conferencing, and student-generated videos) and highlighted efficiency as a key consideration. Students emphasized a desire for multiple opportunities to engage with course material; while students value text-based resources, they also want to have options to learn and interact via video and audio. Key to student recommendations is an awareness of the time involved to engage with online videos. Discussion highlights practical approaches to maximize the value and utility of videos in the online classroom.
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Isler, Jasmin, N. Hélène Sawadogo, Guy Harling, Till Bärnighausen, Maya Adam, Moubassira Kagoné, Ali Sié, Merlin Greuel, and Shannon A. McMahon. "Iterative Adaptation of a Maternal Nutrition Videos mHealth Intervention Across Countries Using Human-Centered Design: Qualitative Study." JMIR mHealth and uHealth 7, no. 11 (November 11, 2019): e13604. http://dx.doi.org/10.2196/13604.
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Background Mobile health (mHealth) video interventions are often transferred across settings. Although the outcomes of these transferred interventions are frequently published, the process of adapting such videos is less described, particularly within and across lower-income contexts. This study fills a gap in the literature by outlining experiences and priorities adapting a suite of South African maternal nutrition videos to the context of rural Burkina Faso. Objective The objective of this study was to determine the key components in adapting a suite of maternal nutrition mHealth videos across settings. Methods Guided by the principles of human-centered design, this qualitative study included 10 focus group discussions, 30 in-depth interviews, and 30 observations. We first used focus group discussions to capture insights on local nutrition and impressions of the original (South African) videos. After making rapid adjustments based on these focus group discussions, we used additional methods (focus group discussions, in-depth interviews, and observations) to identify challenges, essential video refinements, and preferences in terms of content delivery. All data were collected in French or Dioula, recorded, transcribed, and translated as necessary into French before being thematically coded by two authors. Results We propose a 3-pronged Video Adaptation Framework that places the aim of video adaptation at the center of a triangle framed by end recipients, health workers, and the environment. End recipients (here, pregnant or lactating mothers) directed us to (1) align the appearance, priorities, and practices of the video’s protagonist to those of Burkinabe women; (2) be mindful of local realities whether economic, health-related, or educational; and (3) identify and routinely reiterate key points throughout videos and via reminder cards. Health workers (here, Community Health Workers and Mentor Mothers delivering the videos) guided us to (1) improve technology training, (2) simplify language and images, and (3) increase the frequency of their engagements with end recipients. In terms of the environment, respondents guided us to localize climate, vegetation, diction, and how foods are depicted. Conclusions Design research provided valuable insights in terms of developing a framework for video adaptation across settings, which other interventionists and scholars can use to guide adaptations of similar interventions.
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Tutan, Duygu, and Jan Ulfberg. "An analysis of YouTube videos about restless leg syndrome: Choosing the right guide." Medicine 102, no. 42 (October 20, 2023): e35633. http://dx.doi.org/10.1097/md.0000000000035633.
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Individuals often resort to YouTube as a means of accessing insights into their medical conditions and potential avenues for treatment. Among prevalent and incapacitating afflictions within the general populace, restless leg syndrome assumes significance. The focal objective of this investigation is to scrutinize the caliber inherent in videos pertaining to restless leg syndrome disseminated via the YouTube platform. The sorting of videos was accomplished by gauging their pertinence subsequent to conducting a search for “restless leg syndrome” on YouTube, specifically on the 20th of August, 2023. The evaluation encompassed videos curated from the selection of the top 50 English language videos deemed most relevant. The review process entailed the comprehensive assessment of relevance and content by 2 distinct medical professionals operating independently. Furthermore, pertinent descriptive attributes of each video, such as upload date, view count, likes, dislikes, and comments, were meticulously documented within the dataset. To ascertain video quality, the DISCERN Score, global quality score, and Journal of the American Medical Association rating scales were employed as evaluative tools. Significant statistical disparities were observed in terms of DISCERN scores between videos uploaded by medical doctors and those uploaded by individuals without medical qualifications (P < .001). Correspondingly, upon comparing the 2 aforementioned groups, videos uploaded by healthcare professionals exhibited statistically superior quality scores in both the Journal of the American Medical Association and global quality score assessments (P < .001 for both comparisons). The informational quality regarding restless leg syndrome on YouTube presents a spectrum of variability. Notably, videos that offer valuable insights, as well as those that could potentially mislead viewers, do not display discernible variations in terms of their viewership and popularity. For patients seeking reliable information, a useful and safe approach involves favoring videos uploaded by medical professionals. It is imperative to prioritize the professional identity of the content uploader rather than being swayed by the video’s popularity or the quantity of comments it has amassed.
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Puthumana, Joseph S., Christopher D. Lopez, Alisa Girard, Isabel V. Lake, Ainsley L. Taylor, Kimberly H. Khoo, Alex Rottgers, Robin Yang, and Jordan Halsey. "Evaluating YouTube Video Quality in Orthognathic Surgery Patient Education." FACE 3, no. 1 (February 20, 2022): 80–86. http://dx.doi.org/10.1177/27325016211072899.
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Background: Patients are increasingly accessing consumer-style health information from a variety of web-based platforms. This study aims to assess a popular audio-visual platform for its quality of information in orthognathic procedures. Methods: We queried YouTube on August 12th, 2021 for 20 videos, by both relevance and view count, under each of 3 search terms: (1) “orthognathic surgery,” (2) “LeFort I osteotomy,” and (3) “sagittal split osteotomy.” Each video was characterized by date of upload, time since upload, video duration, video type, and video author. Videos were further characterized by type of video (1) creator and (2) category. The provider-validated instrument DISCERN was applied to each video to assess content quality and bias. Results: Of 60 videos marked for review, 46 were included for analysis. The most common category of video was operative ( n = 18, 36.1%), while the most common creator type was non-physician medical professional ( n = 14, 30.4%). Hospital or physician advertisement videos had the greatest video power index (26 297 ± 44 556), while medical education videos had the least (13 ± 9). Significant differences were found across both video type and video creator in viewership ( P = .008 and .003, respectively) and video power index ( P = .010 and .007), but not duration ( P = .796 and .059). DISCERN scores ranged from 16 to 80 and were subdivided into 5 categories: very poor (16-28), poor (29-41), fair (42-54), good (55-67), and excellent (68-80). Average DISCERN scores for all 46 videos were 17.9 ± 4.9 for reliability, 14.2 ± 4.0 for quality, and 34.3 ± 9.0 for overall. Conclusions: YouTube videos on orthognathic surgery were of overall poor quality. These videos were rated best in relevance to the search parameter and description of treatment but were least helpful in describing alternatives to the treatment and uncertainties about the procedure. Videos created by patients and about patient experiences were rated best for content that was reliable, high quality, and low bias.
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Jin, Lin, and Changhong Yan. "Research on Key Technologies of Massive Videos Management Under the Background of Cloud Platform." Journal of Advanced Computational Intelligence and Intelligent Informatics 23, no. 1 (January 20, 2019): 72–77. http://dx.doi.org/10.20965/jaciii.2019.p0072.
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With the rapid development of mobile internet and smart city, video surveillance is popular in areas such as transportation, schools, homes, and shopping malls. It is important subject to manage the massive videos quickly and accurately. This paper tries to use Hadoop cloud platform for massive video data storage, transcoding and retrieval. The key technologies of cloud computing and Hadoop are introduced firstly in the paper. Then, we analyze the functions of video management platform, such as user management, videos storage, videos transcoding, and videos retrieval. According to the basic functions and cloud computing, each module design process and figure are provided in the paper. The massive videos management system based on cloud platform will be better than the traditional videos management system in the aspects of storage capacity, transcoding performance and retrieval speed.
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Park, Jounsup. "Multi-Session Multicasting for 360-Degree Video Multicast over OFDMA Systems." International Journal of Digital Multimedia Broadcasting 2021 (June 16, 2021): 1–19. http://dx.doi.org/10.1155/2021/5560312.
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360-degree video content provides a rich and immersive multimedia experience to viewers by allowing viewers to the video from any angle. However, 360-degree videos require much higher bandwidth to be delivered over mobile networks compared to conventional videos. Multicasting of the videos is one of the solutions to efficiently utilize the limited bandwidth since many viewers share the wireless spectrum resource for popular videos, such as sports events or musical concerts. LTE eMBMS assigns the videos to the video sessions, and multiple viewers can subscribe to the same video allocated to the video sessions. Moreover, the tiling of the 360-degree video makes it possible to control the regional quality of the video. The tiles that are likely to be seen by many viewers should have higher quality than other tiles to satisfy more viewers. In this paper, we proposed the Multi-Session Multicast (MSM) system to optimally allocate the wireless resources to tiles with different qualities to maximize the expected user experience. The experimental results show that the proposed MSM system provides higher quality videos to viewers using limited wireless resources.