This research examines how incorporating interactivity into online video advertisements effects the following key marketing dependent variables: a) Involvement with the Advertisement, b) Ad Recall, c) Attitude towards the website, d) Attitude towards the Advertisement, e) Attitude towards the Brand, and f) Purchase Intention. Deriving from past Interactivity research, three important facets of interactivity are identified; User Control, Two-way Communication and Synchronicity. In order to test an Internet based 2 (User Control: high or low) X 2 (two-way communication: high or low) X 2 (synchronicity: high or low) between subjects experimental design, 8 different online video platforms were created. The online video experiment was administered to approximately 400 students in a large South-Eastern school. Overall the findings regarding interactivity in online video advertising found no significant effect of synchronicity on the dependent variables. There was however a significant interaction effect of user control and two-way communication on the dependent variables. These interaction effects were examined further with a cell means multiple comparison analysis. User control and two-way communication were found to have a significant interaction effect on ad recall, purchase intention and attitude towards the brand. User control had a significant effect on involvement and two-way communication had a significant effect on attitude towards the website. There was no effect of UC or TWC on attitude towards the ad. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Depression contributes to a host of health problems resulting in disability, pain, and death. An important aspect of preventing and reducing the harmful effects of depression is educating the public about this pervasive mental disorder, including the importance of early detection and effective treatment. During the past 20 years, many people have turned to the Internet in general and social media in particular to learn about health. Current research has examined YouTube coverage of some mental health topics, but no published research describing YouTube coverage of depression was identified. The purpose of this study was, therefore, to describe the most viewed YouTube about depression with respect to source, speaker, format, purpose, number of views, length, upload year, and content. A cross-sectional design was used to examine the 394 most viewed YouTube videos on depression. Collectively, these 394 videos were viewed 155,349,029 times. Three sources—consumers, internet-based video, and nongovernmental agencies—accounted for approximately 85% of the most frequently viewed videos and garnered 93% of the total views (n=144,506,467). Consumers uploaded almost half of all the most widely viewed videos (n=193, 48.98%), and these videos had the highest cumulative view count (74,391,500 views). Content mainly focused on signs and symptoms, which were covered in more than 75% of the videos (n=300, 76.14%), and promotion of healthful behaviors and protective factors, which was covered in 68.52% (n=270). Slightly more than one-half of the videos explicitly mentioned risk factors (n=200), and slightly less than one-half provided general information about depression (n=189). Between 20% and 35% of the videos included content related to suicide (23.10%), stigma (22.08%), psychotherapy (28.93%), medication (31.22%), and alternative therapies (30.96%). Content related to screening was only included in 9 of the most widely videos (2.28%). While good sleep hygiene was only mentioned in 28 videos (7.11%), collectively, these videos received over 16 million views. Another main finding was that governmental agencies have not produced videos that are among those most widely viewed. Given YouTube’s wide reach, they should, however, be using this media channel to help inform the public.

In 2016, over 11 million people misused prescription opioids and the economic costs were estimated to be over $500 billion. In the same year, opioids killed 42,000 people, which was more than any year on record. These data highlight the need to reduce the harm caused to individuals, families, communities, and the nation. One element of a more comprehensive national strategy is increasing awareness among citizens, physicians and policy makers. Given its widespread reach YouTube can be very helpful. There is a large literature on the opiate epidemic, but no published studies describing the sources or content of YouTube videos on the opiate epidemic were identified. This study was, therefore, intended to help fill this gap in current knowledge. YouTube was searched using two key terms, “opiate addiction” and “opioids.” The results were sorted by number of views, and the URL, title, and number of views were saved for videos with a minimum of 1,500 views. Videos were then screened for the inclusion and exclusion criteria. The remaining sample comprised 309 videos. Collectively, these 309 videos were viewed 44,693,887 times. The results revealed the sources that were most viewed and the nature of content that was and was not likely to be covered. The two main sources of videos were Internet Based and Television news/Entertainment. Compared with videos with health professions as the main speaker, those featuring consumers garnered almost 10 times as many cumulative views (30.35%versus 3.24%). Government organizations uploaded 11 videos (< 4%), collectively garnering 343,983 views (less than 1% of cumulative views). YouTube represents an important opportunity for health promotion and disease prevention regarding the opiate epidemic. However, improved understanding about ways to communicate accurate and useful information in ways that attract viewers is needed. Recommendations for research, policy and practice are presented relevant to how YouTube can help mitigate the harm caused by the opiate epidemic.

Mathematics education researchers have rarely focused on the effects of popular culture on young people’s perceptions of mathematics. Such research is needed to determine what messages students may be receiving; and furthermore, how students may be relating to these messages and if there are any differences by age, ability, ethnicity, or gender. These questions are critically important to the field – its research contributes to the better understanding of how young people are influenced by depictions of mathematics in popular culture. Research questions were explored relating to popular culture, media, and mathematics investigating whether secondary school students receive messages about mathematics from popular culture, the content of those messages, and how young people relate to those messages. An instrument was designed and developed to elicit students’ responses to videos about mathematics and other popular culture artifacts. Of particular interest was determining if perceptions of mathematics in popular culture differ by gender, race, and other demographic factors. There appear to be common messages depicted about mathematics in popular culture; for example, “Asian students are good at math,” “math is hard,” “math is irrelevant to the real world,” “boys are smarter than girls at math,” as well as others. Overall, young people thought popular culture “only shows nerds being good at mathematics” and that “cool kids are not often shown mathematically capable.” Girls and boys showed differences of the domains “math is hard” and “math is fun.” Young people from different ethnic groups had varying perceptions of “other subjects are valued more than mathematics” and “it is cool to be smart in math,” but had similar perceptions of “math is not a skill one is born with.” There is substantial work in this area in the humanities, but not in mathematics, and it is anticipated that researchers and practitioners alike will welcome the results of this research.

Acompanha: Desmistificando a matemática por meio da estatística / A utilização das mídias digitais é uma realidade em todos os meios sociais, e não deveria ser diferente na Educação. No entanto, em função da necessidade de mudanças por parte dos docentes e das escolas, a implementação do uso de tecnologias em salas de aula ainda é pequena. Neste contexto, o propósito deste trabalho é apresentar uma análise sobre o ensino dos conteúdos de Estatística, pertencentes à disciplina de Matemática, ministrados no 7º ano do Ensino Fundamental da Educação Básica. O estudo foi realizado em uma escola pública do município de Cambé, buscando identificar a percepção dos alunos em relação aos conteúdos estudados e ao uso de recursos midiáticos nas aulas de estatística. A metodologia adotada foi de caráter descritivo quanti/qualitativo e contou com pesquisa bibliográfica e uma pesquisa de campo realizada no âmbito da escola objeto do estudo. Os recursos digitais inseridos nas aulas expositivas foram videoaulas preparadas especificamente com cada conteúdo e inseridas em um vlog de estatística. Por meio da análise dos questionários aplicados, das gravações e das anotações feitas durante a aplicação do trabalho, pôde-se constatar que os alunos que participaram da pesquisa tiveram uma boa participação nas aulas, ocorrendo melhorias no aprendizado e na compreensão dos conteúdos de alguns pontos de estatística. Concluindo, importante ressaltar que é necessário o professor estruturar os conteúdos das aulas em uma ordem cronológica. Primeiramente preparar os alunos com uma exposição teórica, em seguida, efetuar a inserção do vlog sobre o assunto, por último, finalizar a aula com um fechamento sanando as dúvidas dos alunos. Dessa forma, os alunos poderão perceber uma associação da teoria com a prática vivenciada por eles no seu dia a dia extraclasse. / The use of digital media is a reality in all social media, and should not be different in Education. However, due to the need for changes on the part of teachers and schools, implementation of the use of technology in classrooms is still small. In this context, the purpose of this article is to present an analysis on the teaching of the contents of Statistics belonging to Mathematics, taught in the 7th year of Basic Education. The study was carried out in a public school, in the city of Cambé, seeking to identify the students' perception regarding the contents studied and the use of resources media technology in the statistics classes. The methodology adopted was quantitative / qualitative descriptive and counted on research Bibliography and a field research carried out within the scope of the school object of the study. The digital resources inserted in the lectures were statistical vlogs prepared specifically for each class. The results obtained in the investigation showed that there was a high motivation of the students to attend and participate in the classes. There are improvements in learning in the understanding of the contents of statistics in the daily school life. In conclusion, it is important to emphasize that it is necessary for the teacher to structure the contents of the classes in a chronological order. First, prepare the students with a theoretical exposition, then effect the insertion of the vlog on the subject and finally, finish the class with a closing answering the doubts of the students. In this way, the students will be able to realize an association of the theory with the practice experienced by them in their day to day extraclass.

Continuous improvements to the state of the art have made it easier to create, send and receive vast quantities of video over the Internet. Catalysed by these developments, video is now the largest, and fastest growing type of traffic on modern IP networks. In 2015, video was responsible for 70% of all traffic on the Internet, with an compound annual growth rate of 27%. On the other hand, concerns about the growing energy consumption of ICT in general, continue to rise. It is not surprising that there is a significant energy cost associated with these extensive video usage patterns. In this thesis, I examine the energy consumption of typical video configurations during decoding (playback) and encoding through empirical measurements on an experimental test-bed. I then make extrapolations to a global scale to show the opportunity for significant energy savings, achievable by simple modifications to these video configurations. Based on insights gained from these measurements, I propose a novel, energy-aware Quality of Experience (QoE) metric for digital video - the Energy - Video Quality Index (EnVI). Then, I present and evaluate vEQ-benchmark, a benchmarking and measurement tool for the purpose of generating EnVI scores. The tool enables fine-grained resource-usage analyses on video playback systems, and facilitates the creation of statistical models of power usage for these systems. I propose GreenDASH, an energy-aware extension of the existing Dynamic Adaptive Streaming over HTTP standard (DASH). GreenDASH incorporates relevant energy-usage and video quality information into the existing standard. It could enable dynamic, energy-aware adaptation for video in response to energy-usage and user ‘green' preferences. I also evaluate the subjective perception of such energy-aware, adaptive video streaming by means of a user study featuring 36 participants. I examine how video may be adapted to save energy without a significant impact on the Quality of Experience of these users. In summary, this thesis highlights the significant opportunities for energy savings if Internet users gain an awareness about their energy usage, and presents a technical discussion how this can be achieved by straightforward extensions to the current state of the art.

<p dir="ltr">Ensuring a high quality of experience for Internet applications is challenging owing to the significant variability (e.g., of traffic patterns) inherent to both cloud data-center networks and wide area networks. This thesis focuses on optimizing application performance by both conducting measurements to characterize traffic variability, and designing applications that can perform well in the face of variability. On the data center side, a key aspect that impacts performance is traffic burstiness at fine granular time scales. Yet, little is know about traffic burstiness and how it impacts application loss. On the wide area side, we focus on video applications as a major traffic driver. While optimizing traditional videos traffic remains a challenge, new forms of video such as 360◦ introduce additional challenges such as respon- siveness in addition to the bandwidth uncertainty challenge. In this thesis, we make three contributions.</p><p dir="ltr"><b>First</b>, for data center networks, we present Millisampler, a lightweight network traffic char- acterization tool for continual monitoring which operates at fine configurable time scales, and deployed across all servers in a large real-world data center networks. Millisampler takes a host-centric perspective to characterize traffic across all servers within a data center rack at the same time. Next, we present data-center-scale joint analysis of burstiness, contention, and loss. Our results show (i) bursts are likely to encounter contention; (ii) contention varies significantly over short timescales; and (iii) higher contention need not lead to more loss, and the interplay with workload and burst properties matters.</p><p dir="ltr"><b>Second</b>, we consider challenges with traditional video in wide area networks. We take a step towards understanding the interplay between Content-Delivery-Networks (CDNs), and video performance through end-to-end measurements. Our results show that (i) video traffic in a session can be sourced from multiple CDN layers, and (ii) throughput can vary signifi- cantly based on the traffic source. Next we evaluate the potential benefits of exposing CDN information to the client Adaptive-Bit-Rate (ABR) algorithm. Emulation experiments show the approach has the potential to reduce prediction inaccuracies, and enhance video quality of experience (QoE).</p><p dir="ltr"><b>Third</b>, for 360◦ videos, we argue for a new streaming model which is explicitly designed for continuous, rather than stalling, playback to preserve interactivity. Next, we propose Dragonfly, a new 360° system that leverages the additional degrees of freedom provided by this design point. Dragonfly proactively skips tiles (i.e., spatial segment of the video) using a model that defines an overall utility function that captures factors relevant to user experience. We conduct a user study which shows that majority of interactivity feedback indicating Dragonfly being highly reactive, while the majority of state-of-the-art’s feedback indicates the systems are slow to react. Further, extensive emulations show Dragonfly improves the image quality significantly without stalling playback.</p>