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Background Observation during clerkships is challenging for clinical supervisors. Using a video feedback system (VFS) to record consultations with a patient, facilitates asynchronous feedback. Within this system it is also possible to add annotations, linked to a timeline. Learners are facilitated to share both recordings and annotations with others, who can provide feedback at a self-selected moment. Methods A qualitative document analysis on the content of annotations from 23 medical students has been conducted to explore how they use the annotation option in a VFS during their first clerkship. Thematic analysis was chosen as an inductive strategy. Results Thirteen students opted to share their videos for feedback, while ten chose not to. The main themes were “content”, “labeling video fragments” and “responses to shared annotations”. Subthemes within the theme “Content” were ‘Typing’, ‘Empathy’, ‘Directing’ and ‘Communication and communications skills’. Students were critical of themselves, but tempered their feedback by mitigating language. Many students made concise notes to their recordings, without adding questions or interpretations. The provided feedback was carefully phrased and alternatives were formulated. Conclusion Students apply “feedback principles” as they have learned from prior training. Alternatives were carefully constructed. It seems they also assess themselves using short notes similar to items of assessments scales. Their tendency to temper their feedback and not always share the videos with others, may indicate the need for a safe learning environment, as a prerequisite for using a VFS. Considering the diligence in feedback provision and varied topics addressed, the use of a VFS seems to be a good way to provide asynchronous feedback on communication skills during clerkships, offering instructors increased observation opportunities and the chance to facilitate peer feedback.

Simulation training in medical education is a valuable tool for skill acquisition. Standard audio/video-feedback systems for training surveillance and subsequent video feedback are expensive and often not available. We investigated solutions for a low-budget audio/video-feedback system based on consumer hardware and open source software. Our results indicate that inexpensive, movable network cameras are suitable for high-quality video transmission including bidirectional audio transmission and an integrated streaming platform. In combination with a laptop, a WLAN connection, and the open source software , one or more cameras represent the easiest, yet fully functional audio/video-feedback system. For streaming purposes, the open source software yields a comprehensive functionality. Using the powerful it is possible to generate a split-screen video comprising different video and audio streams. Optionally, this system can be augmented by analog audio hardware. In this paper, we present how these different modules can be set up and combined to provide an audio/video-feedback system for a simulation ambulance. We conclude that open source software and consumer hardware offer the opportunity to build a low-budget, feature-rich and high-quality audio/video-feedback system that can be used in realistic medical simulations.

Platform-based technology ecosystems are new forms of organizing independent actors’ innovations around a stable product system. This collective organization is proving superior to traditional, vertically integrated systems in many sectors because of greater “generativity”—the ecosystem’s capacity to foster complementary innovation from autonomous, heterogeneous firms—which extends the usage scope and value of the platform to users. However, greater generativity can also lead to greater variance in the way ecosystem members’ contributions satisfy users’ needs, and it could potentially hinder the ecosystems’ value creation. We draw on collective action theory to examine generativity’s impact on user satisfaction and the mechanisms driving it. We argue that products enhancing user satisfaction contribute to a collective, shared asset, the platform system reputation, from which all participants benefit. Thus, generativity has both a positive (system reputation) and negative (free-riding) effect on the ecosystem members’ incentives for developing products that enhance user satisfaction. We argue that the negative free-riding effect prevails as the platform system matures and competition with alternative platform systems increases. Using data from the video game industry, we find supportive evidence for the free-riding effect, which generates an average loss in total revenue for first-rate games of about $36.5 million and a drop of about 3.3% in the console’s market share. By identifying the conditions that exacerbate free riding in platform ecosystems, our study contributes to the understanding of the evolutionary dynamics of platform ecosystems. It also highlights one feedback mechanism governing collective action in ecosystems and its implications for value creation.

Traditional technologies for virtual reality (VR) and augmented reality (AR) create human experiences through visual and auditory stimuli that replicate sensations associated with the physical world. The most widespread VR and AR systems use head-mounted displays, accelerometers and loudspeakers as the basis for three-dimensional, computer-generated environments that can exist in isolation or as overlays on actual scenery. In comparison to the eyes and the ears, the skin is a relatively underexplored sensory interface for VR and AR technology that could, nevertheless, greatly enhance experiences at a qualitative level, with direct relevance in areas such as communications, entertainment and medicine 1 , 2 . Here we present a wireless, battery-free platform of electronic systems and haptic (that is, touch-based) interfaces capable of softly laminating onto the curved surfaces of the skin to communicate information via spatio-temporally programmable patterns of localized mechanical vibrations. We describe the materials, device structures, power delivery strategies and communication schemes that serve as the foundations for such platforms. The resulting technology creates many opportunities for use where the skin provides an electronically programmable communication and sensory input channel to the body, as demonstrated through applications in social media and personal engagement, prosthetic control and feedback, and gaming and entertainment. Interfaces for epidermal virtual reality technology are demonstrated that can communicate by programmable patterns of localized mechanical vibrations.

This emerging technology report discusses Google Gemini as a multimodal generative AI tool and presents its revolutionary potential for future educational technology. It introduces Gemini and its features, including versatility in processing data from text, image, audio, and video inputs and generating diverse content types. This study discusses recent empirical studies, technology in practice, and the relationship between Gemini technology and the educational landscape. This report further explores Gemini’s relevance for future educational endeavors and practical applications in emerging technologies. Also, it discusses the significant challenges and ethical considerations that must be addressed to ensure its responsible and effective integration into the educational landscape.

Background Unlike the emphasis on negative results of video games such as the impulsive engagement in video games, cognitive training studies in individuals with cognitive deficits showed that characteristics of video game elements were helpful to train cognitive functions. Thus, this study aimed to have a more balanced view toward the video game playing by reviewing genres of commercial video games and the association of video games with cognitive functions and modulating factors. Literatures were searched with search terms (e.g. genres of video games, cognitive training) on database and Google scholar. Results video games, of which purpose is players’ entertainment, were found to be positively associated with cognitive functions (e.g. attention, problem solving skills) despite some discrepancy between studies. However, the enhancement of cognitive functions through video gaming was limited to the task or performance requiring the same cognitive functions. Moreover, as several factors (e.g. age, gender) were identified to modulate cognitive enhancement, the individual difference in the association between video game playing and cognitive function was found. Conclusion Commercial video games are suggested to have the potential for cognitive function enhancement. As understanding the association between video gaming and cognitive function in a more balanced view is essential to evaluate the potential outcomes of commercial video games that more people reported to engage, this review contributes to provide more objective evidence for commercial video gaming.

Although student’s decision to review digitally-delivered feedback has received more attention over the last decade, the relationship of audiovisual formats of feedback and student’s academic engagement have rarely been investigated. This quasi-experimental study explores how written feedback and two video-feedback formats, each showcasing the instructor’s presence in different ways (audible or visual), influence students’ perceptions of feedback effectiveness, their decisions to review the messages, and their academic achievement. Given the pivotal role of student engagement in effectively processing instructor feedback, we further examine whether student engagement mediates or moderates the relationship between feedback format and both feedback review and academic achievement. Utilizing a digital learning platform, a total of 176 undergraduate students received generic feedback messages the day after submitting each assignment. Feedback was delivered in video format, with a particular focus on the instructor’s audible (VFA, n  = 66) and visual presence (VFV, n  = 72), or in written format (WF, n  = 38). Results indicated that students were highly satisfied with the perceived effectiveness of the feedback format they received, and no significant differences in feedback review rates were observed across formats. However, students in both the VFV and VFA groups outperformed those in the WF group, with no significant differences between the VFV and VFA groups. Additionally, academic engagement moderated the relationship between feedback format and feedback review decisions, and mediated the relationship between feedback format and academic performance. These findings underscore the complexity of feedback effectiveness and suggest that instructor presence in video-feedback may impact academic outcomes. This study provides valuable insights for instructional designers and educators aiming to optimize feedback delivery in digital learning environments.

PurposeYouTube's vast and engaged user base makes it central to firms' digital marketing effort. With extant studies focusing on viewers' post-view engagement behavior, however, research into what motivates viewers to click on and watch YouTube videos is scarce. This study investigates the implications of marketers' video optimization practices for video views on YouTube.Design/methodology/approachThe study employed a data set of videos (N = 4,398) gathered by scraping YouTube's trending list. Using a combination of text and sentiment analysis, the study measured four video optimization practices: information content of video titles, emotional intensity of video titles, information content of video descriptions and volume of video tags. It then analyzed the effect of these video optimization practices on video views.FindingsThe study finds that greater availability of information in video titles is negatively associated with video views, whereas intensity of negative emotional sentiment in video titles is positively associated with video views. Further, greater availability of information in video descriptions is positively associated with video views. Finally, an inverted U-shaped relationship is found between volume of video tags and video views. Up to 17 video tags can contribute to more video views; however, beyond 17 tags, the relationship turns negative.Originality/valueThis study investigates the effect of marketers' video optimization practices on video views. While extant studies mainly focus on viewers' post-view engagement behavior, such as liking, commenting on and sharing videos, this study examines video views. Similarly, extant studies investigate videos' internal content, while this study investigates elements of the video metadata.

Many promising technological innovations in health and social care are characterized by nonadoption or abandonment by individuals or by failed attempts to scale up locally, spread distantly, or sustain the innovation long term at the organization or system level. Our objective was to produce an evidence-based, theory-informed, and pragmatic framework to help predict and evaluate the success of a technology-supported health or social care program. The study had 2 parallel components: (1) secondary research (hermeneutic systematic review) to identify key domains, and (2) empirical case studies of technology implementation to explore, test, and refine these domains. We studied 6 technology-supported programs-video outpatient consultations, global positioning system tracking for cognitive impairment, pendant alarm services, remote biomarker monitoring for heart failure, care organizing software, and integrated case management via data sharing-using longitudinal ethnography and action research for up to 3 years across more than 20 organizations. Data were collected at micro level (individual technology users), meso level (organizational processes and systems), and macro level (national policy and wider context). Analysis and synthesis was aided by sociotechnically informed theories of individual, organizational, and system change. The draft framework was shared with colleagues who were introducing or evaluating other technology-supported health or care programs and refined in response to feedback. The literature review identified 28 previous technology implementation frameworks, of which 14 had taken a dynamic systems approach (including 2 integrative reviews of previous work). Our empirical dataset consisted of over 400 hours of ethnographic observation, 165 semistructured interviews, and 200 documents. The final nonadoption, abandonment, scale-up, spread, and sustainability (NASSS) framework included questions in 7 domains: the condition or illness, the technology, the value proposition, the adopter system (comprising professional staff, patient, and lay caregivers), the organization(s), the wider (institutional and societal) context, and the interaction and mutual adaptation between all these domains over time. Our empirical case studies raised a variety of challenges across all 7 domains, each classified as simple (straightforward, predictable, few components), complicated (multiple interacting components or issues), or complex (dynamic, unpredictable, not easily disaggregated into constituent components). Programs characterized by complicatedness proved difficult but not impossible to implement. Those characterized by complexity in multiple NASSS domains rarely, if ever, became mainstreamed. The framework showed promise when applied (both prospectively and retrospectively) to other programs. Subject to further empirical testing, NASSS could be applied across a range of technological innovations in health and social care. It has several potential uses: (1) to inform the design of a new technology; (2) to identify technological solutions that (perhaps despite policy or industry enthusiasm) have a limited chance of achieving large-scale, sustained adoption; (3) to plan the implementation, scale-up, or rollout of a technology program; and (4) to explain and learn from program failures.