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

Pediatric ultrasound on YouTube: a multicenter quality assessment and ten practical recommendations

BACKGROUND

Digital communication is increasingly influencing the way medical knowledge is accessed and shared, particularly in pediatrics. Among various platforms, YouTube has emerged as a major source of health-related information, not only for healthcare professionals but also for the general population. However, the open nature of social media raises concerns about the consistency, reliability, and educational quality of the content shared. Pediatric ultrasound is a highly specialized topic that requires accurate representation to ensure safe and effective knowledge transfer.

OBJECTIVE

Our research evaluates the quality and accuracy of pediatric ultrasound content shared on social media platforms, with a focus on YouTube. We analyzed over 50 h of video produced by various contributors, including radiologists, pediatricians, and patient associations. This diversity enriches the platform but also introduces variability in content quality. The primary aim was to assess the educational value and dissemination potential of pediatric ultrasound content on social media. Through detailed analysis, we identified features that capture viewer interest and recurring patterns across pediatric ultrasound categories, offering insights that could help content creators develop more consistent and effective educational materials.

Nutrition Education "Shorts": The Effect of Short-Form Media on Conveying Information About Improving Diet Quality

BACKGROUND

The 2020-2025 Dietary Guidelines for Americans recommends using herbs and spices in cooking to decrease salt, added sugars, and saturated fats (SFA). To promote a healthier eating pattern, there is a need to teach consumers how to do this.

OBJECTIVE

To compare the effectiveness of five short (~1 min) nutrition education videos to five longer (~5 min) videos by evaluating participants' interest, knowledge, confidence, and likeliness to use herbs and spices in their cooking before and after the videos. To evaluate participant perceptions of the videos and barriers to using herbs and spices in cooking.

METHODS

We conducted a cross-sectional study using a sample of American adults through Dynata. Pre-and post-survey questions inquired about participants' interest, knowledge, confidence, and likeliness to use herbs and spices in cooking. Participants were randomized to view either short or longer videos that included recipe instructions on how to use herbs and spices in cooking. The content of both videos was the same but the format (short and longer video included ingredients and directions while the longer video also included food safety and handling) and duration differed. The videos featured recipes that were lower in salt, added sugars, and SFAs, and herbs/spices were used as a replacement. We also evaluated participants' perceptions of the videos.

RESULTS

Participants (n = 201) were 59% female, 80% White, and had a mean age of 51 (SD = 15) years. All participants reported higher interest, knowledge, confidence, and likeliness to use herbs and spices in cooking after watching the short and longer videos (p < 0.05). Furthermore, participants reported that both short and longer videos were interesting, engaging, conveyed educational information, were easy to follow and understand, and an effective method to increase the use of herbs and spices in cooking. Our analysis revealed no statistically significant differences between short vs. longer videos.

CONCLUSIONS

Overall, both short and longer videos appeared to have a similar impact on consumer interest, knowledge, confidence, and likeliness to use herbs and spices in cooking. Future research should assess changes in dietary intake in response to the videos.

A Video Dataset for Classroom Group Engagement Recognition

Student group engagement helps share knowledge and build a more complete understanding. Recognition of group engagement in the classroom helps us understand students' learning state and optimize teaching and study processes. While existing research predominantly focuses on individual engagement recognition through controlled lab-based computer interactions, this paradigm was fundamentally misaligned with authentic classroom dynamics. To address this issue, this research focuses on student group engagement recognition in classroom environments using visual cues. We propose OUC Classroom Group Engagement Dataset (OUC-CGE), the first benchmark dedicated to group engagement analysis in authentic classroom settings using pure visual signals. Several classical models are tested on OUC-CGE, and through technical-pedagogical dual validation strategy, OUC-CGE exhibits good consistency and discriminability with existing datasets. By transcending the individualistic paradigm, this work establishes group engagement as a computable pedagogical construct, offering teachers diagnostic insights into group engagement trajectories while preserving the ecological complexity of authentic classrooms. The OUC-CGE dataset and models are publicly released to catalyze research in socially-embedded educational artificial intelligence.

What are the influencing factors of online learning engagement? A systematic literature review

Since the onset of the COVID-19 pandemic in early 2020, online learning has gained widespread adoption as a learning mode in both K-12 and higher education. Learning engagement serves as a crucial indicator of learning quality and is highly correlated with students' persistence, satisfaction, and academic performance. Numerous researchers have conducted investigations into the factors that influence online learning engagement. This study employs a systematic literature review methodology to synthesize 55 empirical studies published between January 2020 and July 2023. The research findings reveal the following: (1) Community of Inquiry Theory, Self-determination Theory, Social Cognition Theory, Transaction Distance Theory, and Technology Acceptance Model are the most frequently utilized theories employed by researchers to analyze the influencing factors of online learning engagement. (2) Factors that influence online learning engagement from the learners' perspective include Motivation, Digital Experience and Literacy, Emotions and Regulatory Strategies, Psychology, Self-Perception, Self-efficacy, and Self-Directed Learning. Additionally, factors from the environment encompass Instrument, Task characteristics, Digital Platforms and Equipment, Physical Environment, Collaboration, and Interaction. (3) Effective strategies to enhance online learning engagement comprise setting clear learning goals for learners, improving their information and social media literacy, strengthening their self-directed learning ability, providing robust instructor support, and creating an optimal learning environment. Through this comprehensive review, researchers interested in this topic will gain a broader understanding, while also obtaining evidence-based insights and valuable recommendations for future research.

Challenging Cognitive Load Theory: The Role of Educational Neuroscience and Artificial Intelligence in Redefining Learning Efficacy

Background/Objectives: This systematic review integrates Cognitive Load Theory (CLT), Educational Neuroscience (EdNeuro), Artificial Intelligence (AI), and Machine Learning (ML) to examine their combined impact on optimizing learning environments. It explores how AI-driven adaptive learning systems, informed by neurophysiological insights, enhance personalized education for K-12 students and adult learners. This study emphasizes the role of Electroencephalography (EEG), Functional Near-Infrared Spectroscopy (fNIRS), and other neurophysiological tools in assessing cognitive states and guiding AI-powered interventions to refine instructional strategies dynamically. Methods: This study reviews n = 103 papers related to the integration of principles of CLT with AI and ML in educational settings. It evaluates the progress made in neuroadaptive learning technologies, especially the real-time management of cognitive load, personalized feedback systems, and the multimodal applications of AI. Besides that, this research examines key hurdles such as data privacy, ethical concerns, algorithmic bias, and scalability issues while pinpointing best practices for robust and effective implementation. Results: The results show that AI and ML significantly improve Learning Efficacy due to managing cognitive load automatically, providing personalized instruction, and adapting learning pathways dynamically based on real-time neurophysiological data. Deep Learning models such as Convolutional Neural Networks (CNNs), Recurrent Neural Networks (RNNs), and Support Vector Machines (SVMs) improve classification accuracy, making AI-powered adaptive learning systems more efficient and scalable. Multimodal approaches enhance system robustness by mitigating signal variability and noise-related limitations by combining EEG with fMRI, Electrocardiography (ECG), and Galvanic Skin Response (GSR). Despite these advances, practical implementation challenges remain, including ethical considerations, data security risks, and accessibility disparities across learner demographics. Conclusions: AI and ML are epitomes of redefinition potentials that solid ethical frameworks, inclusive design, and scalable methodologies must inform. Future studies will be necessary for refining pre-processing techniques, expanding the variety of datasets, and advancing multimodal neuroadaptive learning for developing high-accuracy, affordable, and ethically responsible AI-driven educational systems. The future of AI-enhanced education should be inclusive, equitable, and effective across various learning populations that would surmount technological limitations and ethical dilemmas.

The use of digital health services to combat E-waste health hazards: A review on the impact and awareness in Southwest Nigeria

The rapid advancement of technology has led to a significant increase in electronic waste (e-waste), posing serious health and environmental risks, particularly in developing regions like Southwest Nigeria. This review explores the utilization of digital health services to combat the health hazards associated with e-waste exposure. Digital health technologies, including mobile health applications, telemedicine, and electronic health records, play a critical role in raising awareness about e-waste toxicity, monitoring health impacts, and providing remote healthcare services to at-risk populations. This article discusses the effectiveness of these technologies in promoting safer e-waste handling practices and mitigating health risks, highlighting their potential in supporting public health interventions in underserved areas. The study underscores the need for strategic investments and policy support to enhance the adoption of digital health solutions in managing e-waste hazards by analyzing current challenges and opportunities, ultimately contributing to better health outcomes and environmental sustainability.

Evaluation of Accuracy and Engagement of Otolaryngology Educational Videos on Instagram

Objective: To examine the accuracy, engagement, and quality of otolaryngology-related educational videos produced by health care providers on Instagram. Methods: A systematic search on Instagram was conducted to identify the top 150 video posts using the hashtags #Otolaryngology, #Otolaryngologist, and #ENTeducation, ranging from September 2020 to January 2024. Posts not related to otolaryngology medical education were excluded from analysis. Engagement metrics such as likes, comments, shares, views, and video duration were used to quantify the reach of the content. The Patient Education Materials Assessment Tool for Audiovisual Materials was utilized to evaluate the understandability and actionability of medical educational videos. Results: 54 Instagram videos were analyzed and categorized by content type based on their primary topic-ear (n = 15), nose (n = 20), and throat (n = 19). Overall, 85% of the content was completely accurate, 13% was incomplete/misleading, and 2% was completely inaccurate. The average understandability was high at 89%, and the average actionability was low at 39%. 78% of the videos were created by otolaryngologists, 7% by plastic surgeons, and 15% by other health care providers. Conclusions: Most of the top otolaryngology-related educational content on Instagram was accurate with some misleading and inaccurate content. Although the inaccurate video is small in comparison, the moderate user engagement reveals that even a single inaccurate video can adversely reach and influence many people.

Virtual Active Learning to Maximize Knowledge Acquisition in Nursing Students: A Comparative Study

BACKGROUND

Nursing students need to acquire knowledge through active methods that promote critical thinking and decision making. The purpose of this study is to analyze whether there are differences in the acquisition of knowledge by nursing students between active face-to-face or virtual teaching methods.

METHODS

In this comparative study, nursing students enrolled in the psychology course were divided into two groups: a face-to-face group that received active teaching methods and a virtual group. The virtual group was exposed to the Effective Learning Strategy (ELS), which included seminars based on video content through the Virtual Campus and answering questions using the H5P tool. In addition, participants engaged in reflection tasks on the content. Covariate data were collected, and knowledge tests were administered to both groups before and after the course. After three months, subjects were re-evaluated with a final exam to assess content retention.

RESULTS

A total of 280 students were randomized. No differences were found in students' scores at the end of the knowledge test or in their final grades in the subject. Having study habits (b = 0.12, p = 0.03) and social support from relevant people (b = 0.09; p = 0.03) were associated with better post-intervention scores, and inversely with social support from friends (b = -0.12, p < 0.01). Final grades were inversely associated with digital safety literacy (b = -0.101, p = 0.01). No factors were associated with the scores of each group separately.

CONCLUSIONS

The ELS virtual active learning model is as effective as face-to-face active learning methods for teaching psychology to first-year nursing students. This study was not registered.

User Experience Evaluation in Shared Interactive Virtual Reality

Virtual reality (VR) has served the entertainment industry all the way to world-leading museums in delivering engaging experiences through multisensory virtual environments (VEs). Today, the rise of the Metaverse fuels a growing interest in leveraging this technology, bringing along an emerging need to better understand the way different dimensions of VEs, namely social and interactive, impact overall user experience (UX). This between-subject exploratory field study investigates differences in the perceived and lived experience of 28 participants engaging, either individually or in dyads, in a VR experience comprising different levels of interactivity, i.e., passive or active. A mixed methods approach combining conventional UX measures, i.e., psychometric surveys and user interviews, as well as psychophysiological measures, i.e., wearable bio- and motion sensors, allowed for a comprehensive assessment of users' immersive and affective experiences. Results pertaining to the social dimension of the experience reveal that shared VR elicits significantly more positive affect, whereas presence, immersion, flow, and state anxiety are unaffected by the copresence of a real-world partner. Results pertaining to the interactive dimension of the experience suggest that the interactivity afforded by the VE moderates the effect of copresence on users' adaptive immersion and arousal. These results support that VR can be shared with a real-world partner not only without hindering the immersive experience, but also by enhancing positive affect. Hence, in addition to offering methodological directions for future VR field research, this study provides interesting practical insights into guiding VR developers toward optimal multiuser virtual environments.

Individual differences in selective attention and engagement shape students’ learning from visual cues and instructor presence during online lessons

Although some researchers recommend minimizing extraneous visual information in multimedia lessons, others have demonstrated that features such as visual cues and instructor videos can enhance learning. However, variability in selective attention skills may influence students’ ability to benefit from these additional features. This study investigated links between college students’ selective attention skills and their learning from video lessons that varied in the use of visual cues and the instructor video. Learning outcomes depended on both the visual features available and students’ effort and selective attention skills. Among students who reported increased effort during the lessons, those with more efficient selective attention benefited most when a single additional feature (i.e., either visual cues or the instructor video) was used. All students, regardless of attention skills, benefited when both visual cues and the instructor were combined. These findings suggest that learning during multimedia lessons may depend on the visual features of the lessons and the student’s effort and attention skills.

Instructors' presence in instructional videos: A systematic review

The discussion about how to present instructors in instructional videos has become a hot topic in recent years. This systematic review explores how the instructors' presence affects affective, cognitive, and social aspects of learning in different conditions and with different video types. The review analyses 41 empirical studies indexed in Web of Science, ERIC, Scopus, and Education Source research databases from 2014 to 2022. The results indicated that (i) many instructor-present videos were in picture-in-picture format and included direct gaze as a social cue, (ii) learners had positive feelings for instructor-present videos, (iii) the on-screen instructor could not be beneficial for gathering positive learning outcomes, but social and attentional cues provided by the on-screen instructor could foster learning, and (iv) findings regarding the social aspect of learning were inconclusive. This study also emphasizes the need for further studies to clearly explore the role of the instructor in different learning conditions.

Supplementary information

The online version contains supplementary material available at 10.1007/s10639-022-11532-4.

A review of eye tracking research on video-based learning

Eye tracking technology is increasingly used to understand individuals' non-conscious, moment-to-moment processes during video-based learning. This review evaluated 44 eye tracking studies on video-based learning conducted between 2010 and 2021. Specifically, the review sought to uncover how the utilisation of eye tracking technology has advanced understandings of the mechanisms underlying effective video-based learning and what type of caution should be exercised when interpreting the findings of these studies. Four important findings emerged from the analysis: (1) not all the studies explained the mechanisms underlying effective video-based learning through employing eye tracking technology, and few studies disentangled the complex relationship between eye tracking metrics and cognitive activities these metrics represent; (2) emotional factors potentially serve to explain the processes that facilitate video-based learning, but few studies captured learners' emotional processes or evaluated their affective gains; (3) ecological validity should be improved for eye tracking research on video-based learning through methods such as using eye tracking systems that have high tolerance for head movements, allowing learners to take control of the pacing of the video, and communicating the learning objectives of the video to participants; and (4) boundary conditions, including personal (e.g. age, prior knowledge) and environmental factors (e.g. the topic of videos, type of knowledge), must be considered when interpreting research findings. The findings of this review inspire a number of propositions for designing and interpreting eye tracking research on video-based learning.

Learning Mathematics of Financial Operations during the COVID-19 Era: An Assessment with Partial Least Squares Structural Equation Modeling

The COVID-19 pandemic has affected all walks of life, including education. Universities have been forced to teach in a blended or online environment, which has led professors to adapt their traditional teaching–learning methodologies. The professors of Mathematics of Financial Operations at the University of Almeria (Spain) have created video tutorials so that students can autonomously prepare the theoretical part of the subject, leaving the face-to-face classes for practical exercises. This article aims to analyze the effectiveness of video tutorials and the autonomy finally achieved by students in their learning. For this purpose, a questionnaire was carried out in which, through 21 questions, the constructs Autonomy, Effectiveness, Depth, Format, Challenge, and Use were assessed. Based on these six latent variables, the proposed model using the Partial Least Squares Structural Equation Modeling (PLS-SEM) methodology revealed that students considered the Format and Depth of the video tutorials crucial for genuinely effective performance learning and promoting their autonomy. On the other hand, the variables Challenge and Use were poorly rated. This article presents an original valuation model, which has the virtue of achieving a prediction of 78.6% and, in addition, has high predictive power.

An Exploratory Study on the Impact of Collective Immersion on Learning and Learning Experience

This paper aims to explore the impact of a collective immersion on learners’ engagement and performance. Building on Bandura’s social learning theory and the theory on the sense of presence, we hypothesise that collective immersion has a positive impact on performance as well as cognitive, emotional and behavioural engagement. Ninety-three participants distributed in four conditions took part in the experiment. The four conditions manipulated the collective and individual dimensions of the learning environment as well as the high and low immersion of the learning material. The two conditions that offered a high immersion setting used two types of the novel immersive dome: a large one for collective immersion and a small one for individual use. All participants were presented with the same stimuli, an 8-min-long video of a virtual neighbourhood visit in Paris in the 18th century. The participants’ reactions were measured during and after the task. The learning outcome, as well as the cognitive, emotional and behavioural engagement, were measured. Final results showed that collective immersion learning outcomes are not significantly different, but we find that collective immersion impacts the cognitive, emotional and behavioural engagement of learners.