We present a new content-based approach to summarize instructional videos. We first redefine “scene” in instructional videos. Focusing on one dominant scene type, that of handwritten lecture notes, we define semantic content as “ink pixels”, and present a low-level retrieval technique to extract this content from each frame with consideration of various occlusion and illumination effects. “Key ...

With the recent substantial growth of media such as YouTube, a considerable number of instructional videos covering a wide variety of tasks are available online. Therefore, online instructional videos have become a rich resource for humans to learn everyday skills. In order to improve the effectiveness of the learning with instructional video, observation and evaluation of the activity are requ...

Drawing on experiences in creating instructional videos for multiple projects, this reflective article discusses a ten-factor framework the practical benefit of educators wishing to develop educational audiences both within and outside academic contexts. Informed by literature best practices video design from cognitive scientists other creators, emphasizes that there is no universal approach ma...

The purpose of the present study was to investigate the effect of captioned vs. non-captioned instructional videos on the motivation and achievement. To this end, a pre-test and post-test experimental design was used on 109 sophomores from a Turkish state university. Videos with and without captions of the unit in question were prepared by the lecturer of the course “Graphics and Animation in E...

The study examines the effectiveness of using computer games for after-school remedial mastery learning. We incorporated instructional materials related to “area of a circle” into the popular Monopoly game to enhance the performance of sixth-grade students learning mathematics. The program requires that students enter the answers to avoid the shortcomings of multiple-choice questions. Throughou...

Distance education can be very effective use of instructional materials with visual, auditory, audiovisual and multimedia content. Visual content can be in the form of text, drawings, pictures, graphics and models, and the like. Auditory facilities are oral presentation or a speech, musical accompaniment, different sounds, etc.. Audiovisual content combine visual and auditory content, usually i...

In this paper, we present a novel methodology for using Hidden Markov Models (HMM) to recognize marker-less human actions in videos. We use Scale Invariant Feature Transform (SIFT) keypoints to identify and track the trajectories of objects and major body parts in instructional videos. Then, we use a HMM to recognize the trajectories as a human action. This enables the use of readily available ...