The purpose of this study was to investigate the effectiveness of two different concept mapping methods - learner-generated and expert-generated concept mapping - in computer-based video learning. The students’ attitudes toward the use of the concept mapping and computer-based instruction in general were also investigated. The study was performed using the entire enrollment of the junior level undergraduate course (n = 65) Developmental Psychology for Educators (EPSY-320) class, the spring semester of 2010 at Texas A & M University. Using experimental research design, the relationship between student achievements and learning tools was observed. The convenience sampling method was used to assign the students randomly to two treatment groups. The study built on previous research findings on the instructional use of video and concept mapping. It focused on the relative influence of expert-generated versus learner-generated concept maps on student achievement during computer-based video instruction. Results indicated that there were no significant differences among achievements of students who used either learner-generated concept maps or expert-generated concept maps in the study. However, the expert-generated concept mapping group spent significantly less time than the learner-generated concept mapping group interacting with the instructional tool. The findings revealed that concept map scores mediated the relationships between the numbers of clicks on the video player control, time spent creating concept maps, and time spent on all interaction and student achievement. Although the variables - the number of clicks on the video player control, time spent creating concept maps, and time spent on all interactions - did not have a direct effect on student achievement, they affected the concept map scores, which in turn affected student achievement. The three variables - perceived usefulness, ease of use, and attitude toward use - were used to define the attitude of the students toward the instructional tool. The results showed that the attitude of the expert-generated group toward the instructional tool was significantly higher than the learner-generated group. Also, on average, the expert-generated concept mapping group expressed neutral feelings on using the instructional tool to improve their learning performance. Alternatively, the learner-generated group did not appreciate the value of this tool. Both groups reported neutral views about the ease of use of the instructional tool. In conclusion, concept mapping might enhance cognitive learning after the basic skills are acquired and the learners become competent concept mappers. During the creation of concept maps, cognitive load might hinder student learning; therefore, students must be well trained before starting to use the learning tool. Moreover, concept map scores might be used as student grades in video-based learning.

International Telemetering Conference Proceedings / October 25-28, 1993 / Riviera Hotel and Convention Center, Las Vegas, Nevada / In today's world, the importance of training for telemetry systems continues to grow as new technologies provide users with ever-increasing capabilities. Successful training programs ensure telemetry systems quickly become operational yielding the acquisition of critical test data. Over the years, training programs have been greatly impacted by the changes in defense contracts -- specifically funding. Today's aggressive telemetry market requires contractors to develop complex telemetry systems within the constraints of Firm Fixed price (FFP) contracts and within very short schedules. As a result of these conditions, training programs have changed significantly over the last ten years. Projects which used to have dedicated training personnel (instructors, technical writers, etc.) now rely on the system developers to provide the training. In actuality, the quality of training has improved with this new approach. Now students benefit from having the most knowledgeable personnel teach them about the system and, often times, latent problems with the system are efficiently identified and corrected. This paper will summarize the evolution of training programs for telemetry systems developed by Computer Sciences Corporation. The benefits of a scenario where the system architects train the end users with the use of increased "hands-on" training will be explored.

In this thesis, a system called Video Looping is developed to analyze human cyclic motions. Video Looping allows users to extract human cyclic motion from a given video sequence. This system analyzes similarities from a large amount of live footage to find the point of smooth transition. The final cyclic loop is created using only a few output images. Video Looping is useful not only to learn and understand human movements, but also to apply the cyclic loop to various artistic applications. To provide practical animation references, the output images are presented as photo plate sequences to visualize human cyclic motion similar to Eadweard Muybridge's image sequences. The final output images can be used to create experimental projects such as composited multiple video loops or small size of web animations. Furthermore, they can be imported into animation packages, and animators can create keyframe animations by tracing them in 3D software.

In this thesis, a system called Video Looping is developed to analyze human cyclic motions. Video Looping allows users to extract human cyclic motion from a given video sequence. This system analyzes similarities from a large amount of live footage to find the point of smooth transition. The final cyclic loop is created using only a few output images. Video Looping is useful not only to learn and understand human movements, but also to apply the cyclic loop to various artistic applications. To provide practical animation references, the output images are presented as photo plate sequences to visualize human cyclic motion similar to Eadweard Muybridge's image sequences. The final output images can be used to create experimental projects such as composited multiple video loops or small size of web animations. Furthermore, they can be imported into animation packages, and animators can create keyframe animations by tracing them in 3D software.

This thesis explores techniques for synthesizing crowds from imagery. Synthetic photorealistic crowds are desirable for cinematic gaming, special effects and architectural visualization. While motion captured-based techniques for the animation and control of crowds have been well-studied in computer graphics, the resulting control rig sequences require a laborious model-based graphics pipeline to render photorealistic videos of crowds. Over the past ten years, data-driven techniques for rendering imagery of complex phenomena have become a popular alternative to model-based graphics. This popularity is due in large part to difficulties in constructing the sufficiently-detailed models that are required to achieve photorealism. A dynamic crowd of humans is an extremely challenging example of such phenomena. Example-based synthesis methods such as video textures are an appealing alternative, but current techniques are unable to handle new challenges posed by crowds. This thesis describes how to synthesize video-based crowds by explicitly segmenting pedestrians from input videos of natural crowds and optimally placing them into an output video while satisfying environmental constraints imposed by the scene. There are three key challenges. First, the crowd layout of segmented videos must satisfy constraints imposed by environmental and crowd obstacles. This thesis addresses four types of environmental constraints: (a) ground planes in the scene which are valid for crowd traversal, such as sidewalks, (b) spatial regions of these planes where crowds may enter and exit the scene, (c) static obstacles, such as mailboxes and walls of a building, and (d) dynamic obstacles such as individuals and groups of individuals. Second, pedestrians and groups of pedestrians should be segmented from the input video with no artifacts and minimal interaction time. This is challenging in real world scenes due to significant appearance changes while traveling through the scene. Third, segmented pedestrian videos may not have enough frames or the right shape to compose a path from an artist-defined entrance to exit. Plausible temporal transitions between segmented pedestrians are therefore needed but they are difficult to identify and synthesize due to complex self occlusions. We present a novel algorithm for composing video billboards, represented by crowd tubes, to form a crowd while avoiding collisions between static and dynamic obstacles. Crowd tubes are represented in the scene using a temporal sequence of circles planted in the calibrated ground plane. The approach consists of representing crowd tube samples and constraint violations with a conflict graph. The maximal independent set yields a dense crowd composition. We present a prototype system for the capture, analysis, synthesis and control of video-based crowds. Several results demonstrate the system's ability to generate videos of crowds which exhibit a variety of natural behaviors.

The purpose of this study was to understand how female amateur (college) developmental level football players perceived and responded to video-based feedback sessions during their athletic training and competition. A purposeful sample was used to select 5 participants. 2 research questions were asked to explore how 5 different formats of video-based feedback sessions influenced the participants during the coaching process. The researcher was the instrument used for collecting data and this included semi-structured interviews, participant observation and a journal (personal document). Replication logic was utilized for the multiple case study research design. The trustworthiness of the study was enhanced using prolonged engagement in the field, thick description, triangulation, purposeful sampling, field notes and a reflexive journal. A cross-case analysis of the data revealed 3 major themes. These were: (a) learning, (b) motivation, and (c) barriers to implementing coaching points. The findings for theme 1 revealed the participants learned from receiving video-based feedback sessions by being prepared tactically through oppositional analysis reviews, understanding the teams playing style and/or their roles and responsibilities within it, accurately identifying personal and team areas for improvement, learning coaching points, increasing their attention to and retention of coaching points and seeing an accurate account of their performance which had contradicted what they thought during or following a performance. The findings for theme 2 revealed viewing past individual/team successes and other sports teams’ successes had a motivational and positive psychological effect on the participants. Also, the participants were motivated to increase their effort and intensity levels when receiving video-based feedback and stated video reviews should balance positive and negative clips to protect their confidence, self-esteem and motivation. The findings for theme 3 revealed three barriers to the learning and subsequent implementation of coaching points in the coaching process. These were ineffective training sessions, life as an intercollegiate student-athlete and the psychological factors of cognitive anxiety and low self-efficacy. Recommendations included further qualitative studies to track the nuances behind memory retention and the role self-efficacy and other psychological factors play during the learning of coaching points received from video-based feedback sessions at the developmental level of football.

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A new approach was taken to identify a specific construct or dimension being measured by a video-based situational judgment test (VBSJT). Appropriate exertion of control was specifically explored in relation to a VBSJT test designed for entry-level selection of law enforcement officers. Ratings from ten law enforcement experts were utilized to identify this construct. The VBSJT items scored toward overexertion of control were significantly related to performance (r = .23) in a sample of 334 incumbent police officers, capturing a large portion of the effective variance of the test which had an overall validity of r = .34. Situational variables within the items were then compared to ratings of exertion of control within a sample of 5426 applicants. General provocation toward overexertion of control and ethnicity significantly affected appropriate exertion of control. Gender and likeability also had significant impact on appropriate exertion, but the practical significance was limited. Specific character manipulations (i.e., rudeness, aggressiveness, pleasantness, cooperativeness, sympathy, and suspiciousness) also had a significant impact on appropriate exertion of control. Specific information manipulations (i.e., warrants, complaints, contemptible crimes and laws being broken) also had an impact on appropriate exertion of control. Some unexpected findings suggest that the character manipulations may actually override the effect of other provocation. The overexertion of control scale was also applied to test hypotheses about the likely behavior of police officers. It was found that the location of the organization had an affect on overexertion of control. Contrary to the hypothesis, suburban locations had more overexertion of control than urban locations. Length of tenure for police officers did not have an effect on overexertion of control. This difference did not affect validity across organizations. Implications and further research are discussed. / Ph. D.

The aim of the current thesis was to critically examine the reflection and experience-based learning of professional football players and coaches at a football club. Specific attention was paid to the influence that the social environment had on players and coaches experiences and the extent to which they influenced each others experience-based learning and reflective practice. A case study approach using semi-structured interviews and ethnography including participant observation, informal interviews and audio/video recordings informed the current research. Schön's (1983) experience-based theory of learning and reflective practice was used to represent coaches and players reflective practice prior to the application of Foucault (1972, 1979, 1988, 1991a) as social theory. It was found that an institutionally reproduced discourse, which emphasized the importance of winning, governed both coaches and players experience-based learning at the club. Positive discourses of reflection were introduced by coaches and embodied by willing and docile players due to the added legitimacy that was associated with their knowledge. Players reflective practice represented a technology of power as it was dominated by their coaches presence and resulted in players interpretations being normalised to the extent that they became self-surveillant. Players compliance contributed to the construction and reproduction of an overarching disciplinary culture of surveillance that was initially introduced by the club s coaches and made possible through the constant assimilation of data and different forms of performance monitoring (i.e. GPS, video-based PA, physical testing).

Video-Based Instruction (VBI) is an evidence-based practice that has been used for teaching new skills to individuals with disabilities for over two decades. VBI involves the use of pre-recorded videos to teach new skills. Benefits of VBI include flexibility in when the instruction is provided to students and allows students to receive instruction while the teacher is working with another person. A multiple baseline across participants design was used to evaluate the impact of the independent variable of VBI, upon the dependent variables of (a) the percentage of steps completed correctly to make novel calendar entries; (b) the timeliness of arriving for scheduled meetings; and (c) timeliness of completing the scheduled tasks (sending text messages). Three female students aged 25 to 31 with Autism Spectrum Disorder (ASD) living at a residential transition program for adults with ASD and Learning Disabilities participated in the study. One of three participants met criteria (80% accuracy) to correctly make novel calendar entries. Two of the three participants needed an additional prompt to meet criteria (80% accuracy) to correctly make novel calendar entries. One of three participants increased and maintained timeliness for arriving for scheduled meetings. Each participant improved the timeliness of completing the scheduled tasks (sending text messages). This study supports the effectiveness of VBI for the instruction of daily living skills to individuals with ASD. Implications for practitioners, limitations and suggestions for future research are also discussed.