Background: Videos have been an important medium for providing health and risk communication to the public during the COVID-19 pandemic. Public health officials, health care professionals, and... Show moreBackground: Videos have been an important medium for providing health and risk communication to the public during the COVID-19 pandemic. Public health officials, health care professionals, and policy makers have used videos to communicate pandemic-related content to large parts of the population. Evidence regarding the outcomes of such communication, along with their determinants, is however limited.Objective: The aim of this study was to test the impact of nonvisual information factors of video communication on 4 outcomes: trust, comprehension, intentions, and behavior.Methods: Twelve short health communication videos related to pandemics were produced and shown to a large sample of participants, applying a randomized controlled between-subjects design. Three factors were included in the creation of the videos: the topic (exponential growth, handwashing, and burden of pandemics on the health care system), the source (expert and nonexpert), and a call to action (present or absent). Participants were randomly assigned to 1 video intervention, and 1194 valid replies were collected. The data were analyzed using factorial ANOVA.Results: The 3 pandemic-related topics did not affect trust, comprehension, intentions, or behavior. Trust was positively influenced by an expert source (2.5%), whereas a nonexpert source instead had a positive effect on the proxy for behavior (5.7%) compared with the expert source. The inclusion of a call to action had a positive effect on both trust (4.1%) and comprehension (15%).Conclusions: Trust and comprehension in pandemic-related video communication can be enhanced by using expert sources and by including a call to action, irrespective of the topic being communicated. Intentions and behavior appear to be affected to a small extent by the 3 factors tested in this study. Show less
Chung, J.E.R.E.W.; Helmond, N. van; Geet, R. van; Benthem, P.P.G. van; Blom, H.M. 2019
CO2-lasertonsillotomy under local anesthesia is an interesting alternative treatment method for tonsillectomy under general anesthesia for tonsil-related complaints in adults. This report presents... Show moreCO2-lasertonsillotomy under local anesthesia is an interesting alternative treatment method for tonsillectomy under general anesthesia for tonsil-related complaints in adults. This report presents a step-by-step protocol detailing the execution of CO2-lasertonsillotomy under local anesthesia.Tonsil-related complaints are very common among the adult population. Tonsillectomy under general anesthesia is currently the most performed surgical treatment in adults for such complaints. Unfortunately, tonsillectomy is an invasive treatment associated with a high complication rate and a long recovery time. Complications and a long recovery time are mostly related to removing the vascular and densely innervated capsule of the tonsils. Recently, CO2-lasertonsillotomy under local anesthesia has been demonstrated to be a viable alternative treatment for tonsil-related disease with a significantly shorter and less painful recovery period. The milder side-effect profile of CO2-lasertonsillotomy is likely related to leaving the tonsil capsule intact. The aim of the current report is to present a concise protocol detailing the execution of CO2-lasertonsillotomy under local anesthesia. This intervention has been performed successfully in our hospital in more than 1,000 patients and has been found to be safe and to be associated with a steep learning curve. Show less
Zee, T. van der; Admiraal, W.F.; Paas, F.; Saab, N.; Giesbers, B. 2017
Open online education has become increasingly popular. In Massive Open Online Courses (MOOCs) videos are generally the most used method of teaching. While most MOOCs are offered in English, the... Show moreOpen online education has become increasingly popular. In Massive Open Online Courses (MOOCs) videos are generally the most used method of teaching. While most MOOCs are offered in English, the global availability of these courses has attracted many non-native English speakers. To ensure not only the availability, but also the accessibility of open online education, courses should be designed to minimize detrimental effects of a language barrier, for example by providing subtitles. However, with many conflicting research findings it is unclear whether subtitles are beneficial or detrimental for learning from a video, and whether this depends on characteristics of the learner and the video. We hypothesized that the effect of 2nd language subtitles on learning outcomes depends on the language proficiency of the student, as well as the visual-textual information complexity of the video. This three-way interaction was tested in an experimental study. No main effect of subtitles was found, nor any interaction. However, the student’s language proficiency and the complexity of the video do have a substantial impact on learning outcomes. Show less
Sluis, F. van der; Ginn, J.H.; Zee, T. van der 2016
Understanding why and how students interact with educational videos is essential to further improve the quality of MOOCs. In this paper, we look at the complexity of videos to explain two related... Show moreUnderstanding why and how students interact with educational videos is essential to further improve the quality of MOOCs. In this paper, we look at the complexity of videos to explain two related aspects of student behavior: the dwelling time (how much time students spend watching a video) and the dwelling rate (how much of the video they actually see). Building on a strong tradition of psycholinguistics, we formalize a definition for information complexity in videos. Furthermore, building on recent advancements in time-on-task measures we formalize dwelling time and dwelling rate based on click-stream trace data. The resulting computational model of video complexity explains 22.44% of the variance in the dwelling rate for students that finish watching a paragraph of a video. Video complexity and student dwelling show a polynomial relationship, where both low and high complexity increases dwelling. These results indicate why students spend more time watching (and possibly contemplating about) a video. Furthermore, they show that even fairly straightforward proxies of student behavior such as dwelling can already have multiple interpretations; illustrating the challenge of sense-making from learning analytics. Show less
