Animation-guided family empowerment program on perioperative care after neurosurgery: A randomized controlled trial for preventing respiratory complications.

Background: This study aimed to evaluate the effectiveness of using animation as education material for family empowerment program on perioperative care for caregivers whose children were to undergo neurosurgery. Methods: A total of 204 caregivers were randomly assigned to either the face-to-face oral nursing educated group (Oral Group) or the animation-assisted nursing educated group (Animated Group). The nursing education primarily focused on instructing caregivers about the manual vibration method. The primary outcome of interest in this study was participants' knowledge level, collected by a 10-item questionnaire. Secondary outcomes included child patients' clinical data, including hospitalization days, treatments, and signs of pneumonia. Results: Participants in the Animated Group exhibited significantly higher accuracy in perioperative care knowledge assessment, and patients in this group had a lower chance of requiring atomization therapy compared to the Oral Group. Conclusions: The animation-assisted nursing education program effectively enhances pediatric caregivers' knowledge, reduces respiratory complications after surgery, and offers valuable insights for future studies on the use of such programs to instruct caregivers.

Perceptual plausibility of exaggerated realistic motion.

The informal heuristic practices of the fine arts have much to offer to our understanding of the appearance of phenomenological reality. One interesting example is the use of exaggeration to enhance the illusion of liveliness in both living and nonliving subjects. This further eases the uncomfortable sense that the motion is somehow uncanny - especially with inanimate objects. We performed a series of experiments to test the effects of exaggeration on the phenomenological perception of simple animated objects - bouncing balls. A physically plausible model of a bouncing ball was augmented with a frequently used form of exaggeration known as squash and stretch. Observers were shown a series of animated balls, depicted using systematic parameterizations of the exaggeration model, and asked to rate their plausibility. A range of rendering styles provided varying levels of information as to the type of ball. In all cases, balls with small amounts of exaggeration were seen as plausible as those without any exaggeration (e.g., with veridical motion). Furthermore, when the type of ball was not specified, observers tolerated a large amount of exaggeration before judging them as implausible. When the type of ball was indicated, observers narrowed the range of acceptable exaggeration somewhat but still tolerated exaggeration well beyond that which would be physically possible. We contend that, in this case, exaggeration acts to bridge the so-called uncanny valley for artificial depictions of physical reality.

The effect of educational animation compared to leaflets on patients' knowledge regarding root canal treatment: a randomized controlled trial.

BACKGROUND: Incorporating video as a tool for education offers a multitude of advantages. However, it is unknown what is the best educational tool to use for increasing public awareness, consequently reducing fear about root canal treatment. For this reason, this study aimed to compare the effectiveness of educational animation and leaflets as delivery methods for providing information on root canal treatment to patients and to assess their ability to retain the information. METHODS: One hundred fifty adult volunteers were recruited via social media and Umm Al-Qura University Dental Hospital to participate in this randomized control trial study. The volunteers were divided into the study group (SG) and the control group (CG). The SG was provided with information through animations created by the research team, while the CG received the same information through a leaflet. Pre-intervention (T1), immediate post-intervention (T2), and one-month post-intervention (T3) validated questionnaires were completed by the participants to assess the changes in their knowledge. To evaluate the impact of the information delivery method, the knowledge scores of T2 and T3 were compared to T1 within each group using Paired T-tests. Additionally, the study compared the knowledge scores of the two groups using unpaired T-tests. The significance level was set at a P-value of less than 0.05. RESULTS: A significant improvement in endodontic therapy knowledge among the participants in both groups (T1 compared to T2 in the same group) was noted (P < 0.050). However, when comparing T2 between groups, no significant difference was found in delivering the information and improving the knowledge (P = 0.080). Still, the mean differences between T1 and T2, as well as T1 and T3, were greater (P < 0.050) in the SG than in the CG. Furthermore, the total knowledge score in the SG at T3 was significantly higher than the CG. CONCLUSION: Both educational animation and leaflets are practical tools to increase patients' awareness about root canal treatment. However, educational videos are more effective than leaflets in delivering and retaining information about root canal treatment. TRIAL REGISTRATION: This study was retrospectively registered as a randomized control trial at the ISRCTN registry with the document number ISRCTN18413241, 15/05/2023.

Visualizing intermediate stages of viral membrane fusion by cryo-electron tomography.

Protein-mediated membrane fusion is the dynamic process where specialized protein machinery undergoes dramatic conformational changes that drive two membrane bilayers together, leading to lipid mixing and opening of a fusion pore between previously separate membrane-bound compartments. Membrane fusion is an essential stage of enveloped virus entry that results in viral genome delivery into host cells. Recent studies applying cryo-electron microscopy techniques in a time-resolved fashion provide unprecedented glimpses into the interaction of viral fusion proteins and membranes, revealing fusion intermediate states from the initiation of fusion to release of the viral genome. In combination with complementary structural, biophysical, and computation modeling approaches, these advances are shedding new light on the mechanics and dynamics of protein-mediated membrane fusion.

The Correlation between the MBTI-Based Personality Analysis of Anime Characters and Their Popularity.

Anime has become a global phenomenon due to its diverse cultural representations, relatable characters, and unique storytelling. However, there is limited research on the relationship between character personality and popularity. The aim of this study is to understand the relevance of the characters' personalities to the audience's evaluation of various characters. This study analyzed the correlation between the MBTI personality evaluations of characters in anime and their popularity, based on the data of the personality of each animation character reviewed by audiences. In this study, 885 characters from 200 anime aimed at a male audience were selected as a sample for research. The results showed that personality traits such as introversion, intuition, and thinking had an impact on the popularity of female characters but not male characters. The overall results were influenced by the larger sample size of female characters. By addressing this question, the study can contribute to the design of a character's personality and overall success in anime.

The power of animation: encouraging doctors to access support for psychological wellbeing.

The COVID-19 pandemic has exacerbated already high rates of poor psychological wellbeing in doctors. Many doctors perceive a stigma associated with acknowledging psychological wellbeing concerns, resulting in a reluctance to seek support for those concerns. The aim of this study was to develop a theoretically-informed and evidence-based composite narrative animation (CNA) to encourage doctors to access support for psychological wellbeing, and to evaluate the acceptability of the CNA.A composite narrative was developed from an evidence-base of interviews with 27 GP participants across Scotland (May-July 2020). The Behaviour Change Wheel was used to identify behaviour change techniques (BCTs) to be embedded within the CNA. The narrative was turned into a script in collaboration with an animation company. A brief animation 'Jane the GP' was developed reflecting specific BCTs.Scottish doctors (n = 83) were asked for their views on acceptability of the CNA concept, and subsequently asked to provide views on the acceptability of the CNA after viewing it. Participants thought the concept of a CNA was novel but may not appeal to all. After viewing the CNA, the widespread view was that it portrayed an authentic experience, could reduce stigma around seeking support for psychological wellbeing, and highlighted formal routes to access such support.CNAs are a novel and acceptable intervention method for encouraging doctors to access support for psychological wellbeing. The use of a theory driven intervention development framework to create the CNA facilitates the link between theory and practice.

Evolution of diapause in the African turquoise killifish by remodeling the ancient gene regulatory landscape.

Suspended animation states allow organisms to survive extreme environments. The African turquoise killifish has evolved diapause as a form of suspended development to survive a complete drought. However, the mechanisms underlying the evolution of extreme survival states are unknown. To understand diapause evolution, we performed integrative multi-omics (gene expression, chromatin accessibility, and lipidomics) in the embryos of multiple killifish species. We find that diapause evolved by a recent remodeling of regulatory elements at very ancient gene duplicates (paralogs) present in all vertebrates. CRISPR-Cas9-based perturbations identify the transcription factors REST/NRSF and FOXOs as critical for the diapause gene expression program, including genes involved in lipid metabolism. Indeed, diapause shows a distinct lipid profile, with an increase in triglycerides with very-long-chain fatty acids. Our work suggests a mechanism for the evolution of complex adaptations and offers strategies to promote long-term survival by activating suspended animation programs in other species.

Considering preferences, speed and the animation of multiple symbols in developing P300 brain-computer interface for children.

PURPOSE: Prior research has begun establishing the efficacy of animation in brain-computer interfaces access to augmentative and alternative communication (BCI-AAC). However, the use of animation in P300-BCI-AAC for children is in the early stages and largely limited to single item highlighting of extended durations. In pursuit of practical application, the present study aims to evaluate children's event-related potential (ERP) characteristics and user experience during a task involving an animated P300-BCI-AAC system. MATERIALS AND METHODS: The system utilizes multi-item zoom animations to access a 28-pictorial symbols. Participants completed a fast (100 ms) and slow (200 ms) zoom animation highlighting conditions wherein four pictorial symbols were highlighted concurrently. RESULTS: The proposed display appears feasible, eliciting all targeted ERPs. However, ERP amplitudes may be reduced in comparison to single-item animation highlighting, possibly due to distraction. Ratings of mental effort were significantly higher for the 100 ms condition, though differences in the frontal P200/P300 ERP did not achieve significance. Most participants identified a preference for the 100 ms condition, though age may impact preference. CONCLUSIONS: Overall, findings support the preliminary feasibility of a proposed 28-item interface that utilises group zoom animation highlighting of pictorial symbols. Further research is needed evaluating ERP characteristics and outcomes from online (real-time) use of animation-based P300-BCI-AAC for children with severe speech and physical impairments across multiple training sessions.

The proposed display employing multi-item zoom animations seems feasible. However, preliminary evidence suggests that event-related potential amplitudes may be reduced compared to single-item animation highlighting.Number scale ratings of mental effort were significantly higher for the 100 ms condition.Most participants identified a preference for the 100 ms condition, although age may impact preference.

The effects of language proficiency and awareness of time limit in animated vs. text-based situational judgment tests.

BACKGROUND: Situational Judgment Tests (SJTs) are commonly used in medical school admissions. However, it has been consistently found that native speakers tend to score higher on SJTs than non-native speakers, which can be particularly problematic in the admission context due to the potential risk of limited fairness. Besides type of SJT, awareness of time limit may play a role in subgroup differences in the context of cognitive load theory. This study examined the influence of SJT type and awareness of time limit against the background of language proficiency in a quasi high-stakes setting. METHODS: Participants (N = 875), applicants and students in healthcare-related study programs, completed an online study that involved two SJTs: one with a text-based stimulus and response format (HAM-SJT) and another with a video-animated stimulus and media-supported response format (Social Shapes Test, SST). They were randomly assigned to a test condition in which they were either informed about a time limit or not. In a multilevel model analysis, we examined the main effects and interactions of the predictors (test type, language proficiency and awareness of time limit) on test performance (overall, response percentage). RESULTS: There were significant main effects on overall test performance for language proficiency in favor of native speakers and for awareness of time limit in favor of being aware of the time limit. Furthermore, an interaction between language proficiency and test type was found, indicating that subgroup differences are smaller for the animated SJT than for the text-based SJT. No interaction effects on overall test performance were found that included awareness of time limit. CONCLUSION: A SJT with video-animated stimuli and a media-supported response format can reduce subgroup differences in overall test performance between native and non-native speakers in a quasi high-stakes setting. Awareness of time limit is equally important for high and low performance, regardless of language proficiency or test type.

Early or synchronized gestures facilitate speech recall-a study based on motion capture data.

Introduction: Temporal co-ordination between speech and gestures has been thoroughly studied in natural production. In most cases gesture strokes precede or coincide with the stressed syllable in words that they are semantically associated with. Methods: To understand whether processing of speech and gestures is attuned to such temporal coordination, we investigated the effect of delaying, preposing or eliminating individual gestures on the memory for words in an experimental study in which 83 participants watched video sequences of naturalistic 3D-animated speakers generated based on motion capture data. A target word in the sequence appeared (a) with a gesture presented in its original position synchronized with speech, (b) temporally shifted 500 ms before or (c) after the original position, or (d) with the gesture eliminated. Participants were asked to retell the videos in a free recall task. The strength of recall was operationalized as the inclusion of the target word in the free recall. Results: Both eliminated and delayed gesture strokes resulted in reduced recall rates compared to synchronized strokes, whereas there was no difference between advanced (preposed) and synchronized strokes. An item-level analysis also showed that the greater the interval between the onsets of delayed strokes and stressed syllables in target words, the greater the negative effect was on recall. Discussion: These results indicate that speech-gesture synchrony affects memory for speech, and that temporal patterns that are common in production lead to the best recall. Importantly, the study also showcases a procedure for using motion capture-based 3D-animated speakers to create an experimental paradigm for the study of speech-gesture comprehension.

Facts to Snacks. Evaluating the Effectiveness of Bite-Sized Animations in Teaching Palliative Care to Medical Students.

BACKGROUND: Current palliative care training in medical school is inadequate in preparing doctors to provide quality palliative care. Little attention is paid to determining effective methods of training. OBJECTIVE: To assess the use of bite-sized animations in improving the confidence, knowledge and attitudes of medical students towards palliative care. METHODS: A mixed methods cohort study was adopted for the study. 50 medical students without prior palliative training completed questionnaires before and after watching a 12-part animated palliative care video series called PowerFacts. Of these participants, 18 underwent semi-structured interviews. RESULTS: The quantitative results showed that animations are effective in improving the confidence (P < .001) and knowledge (P < .001), but not the attitudes (P = .183) of medical students. Confidence, knowledge and attitudes were not correlated. Analysis of follow-up interviews of a convenience sample of participants showed that animations can be effective in teaching knowledge and does fill some gaps in palliative education for medical undergraduates. However, the content delivered as a sole learning tool is inadequate in preparing medical students for clinical practice. CONCLUSION: All participants achieved level 1 (reaction), some achieved level 2 (learning) but most did not achieve level 3 (behaviour) of the Kirkpatrick's model. There is a need for a multimodal approach in the comprehensive teaching of palliative care in undergraduate medical training to achieve all four levels of the Kirkpatrick Model.

A proposed reconstruction method of a 3D animation scene based on a fuzzy long and short-term memory algorithm.

With the development of computer technology leading to a broad range of virtual technology implementations, the construction of virtual tasks has become highly demanded and has increased rapidly, especially in animation scenes. Constructing three-dimensional (3D) animation characters utilizing properties of actual characters could provide users with immersive experiences. However, a 3D face reconstruction (3DFR) utilizing a single image is a very demanding operation in computer graphics and vision. In addition, limited 3D face data sets reduce the performance improvement of the proposed approaches, causing a lack of robustness. When datasets are large, face recognition, transformation, and animation implementations are relatively practical. However, some reconstruction methods only consider the one-to-one processes without considering the correlations or differences in the input images, resulting in models lacking information related to face identity or being overly sensitive to face pose. A face model composed of a convolutional neural network (CNN) regresses 3D deformable model coefficients for 3DFR and alignment tasks. The manuscript proposes a reconstruction method for 3D animation scenes employing fuzzy LSMT-CNN (FLSMT-CNN). Multiple collected images are employed to reconstruct 3D animation characters. First, the serialized images are processed by the proposed method to extract the features of face parameters and then improve the conventional deformable face modeling (3DFDM). Afterward, the 3DFDM is utilized to reconstruct animation characters, and finally, high-precision reconstructions of 3D faces are achieved. The FLSMT-CNN has enhanced both the precision and strength of the reconstructed 3D animation characters, which provides more opportunities to be applied to other animation scenes.

Current usage of explainer animations in trials: a survey of the UKCRC registered clinical trial units in the UK.

BACKGROUND: Explainer animations are a means to communicate aspects of clinical trials to participants in a more engaging and accessible way. Delivered well these have the potential to enhance recruitment and retention. The range of media technology used to deliver this material is expanding rapidly but is highly fragmented. Usage of explainer animations across the UK is unknown, the aim of this research was to determine current usage across the 52 registered UK Clinical Research Collaboration (UKCRC) Clinical Trials Units (CTUs) to understand the current landscape and any barriers that could be preventing wider uptake of this functionality. METHODS: A survey link was emailed to all UKCRC CTU Directors and Trial Management Leads to ascertain current usage of explainer animations within their CTU. The survey ran between 01 February 2023 and 07 March 2023. RESULTS: Responses were received from 35 CTUs-representing a response rate of 67%. 24 CTUs (69%) reported that they had created/used at least one explainer animation within their unit, although the usage, cost, length and production activities varied among the units. CONCLUSIONS: The survey showed that a high proportion of the UKCRC CTUs have used explainer animations to provide information to participants about clinical studies. For those not using the technology yet, the most common reasons cited were a lack of expertise, lack of resources and costs to produce them. One of the desired outcomes of this project is the creation of a free-to-use library of animations to encourage wider uptake and avoid duplication.

Comparing the effect of assessment-simulation-animation-based against traditional education on nursing students' anxiety and self-efficacy in maternity clinical practicum.

BACKGROUND: The clinical practicum is the practical course that causes the most anxiety in nursing undergraduates. Although high-fidelity simulation education has been demonstrated to boost nursing students' self-efficacy and decrease anxiety in patient care, it is also associated with excessive psychological stress. Assessment-simulation-animation-based (ASA-based) education has been developed to solve the drawbacks of simulation-based education while preserving positive learning outcomes. OBJECTIVES: To compare the effects of ASA-based education and traditional education in reducing anxiety and improving self-efficacy of junior nursing students in their maternity clinical practicum. DESIGN: This study used a two-group pre-post quasi-experimental design. The comparison group was studied first followed by the experimental group. SETTINGS: Department of Nursing and affiliated medical center at a medical university in southern Taiwan. PARTICIPANTS: We enrolled 114 junior nursing students from two different class years. METHODS: A convenience sample of junior nursing students was used in this study, with 55 in the experimental group and 59 in the comparison group. The intervention included online ASA-based education videos with pamphlets and was conducted three days a week for five weeks encompassing the maternity nursing clinical practicum. We developed and applied the Clinical Situation Anxiety Scale (CS-AS) and Clinical Situation Self-Efficacy Scale (CS-SES) before and after the intervention. Qualitative feedback was assessed after the intervention. Data were collected from both the comparison and experimental groups during the fall and spring terms of both the 2019-2020 and 2020-2021 academic years. RESULTS: Compared with the comparison group, the total CS-AS and CS-SES scores significantly improved from before to after the intervention in the experimental group. The students responded to the intervention by demonstrating clinical consistency, knowing what to do and how to do it and more confidently practicing health education. CONCLUSION: Our results suggest that ASA-based education with videos and pamphlets contributed to reducing anxiety and increasing self-efficacy in nursing students during their maternity clinical practicum.

Life Is Uncertain: Inherent Variability Exhibited by Organisms, and at Higher Levels of Biological Organization.

Organisms act stochastically. A not uncommon view in the ecological literature is that this is mainly due to the observer having insufficient information or a stochastic environment-and not partly because organisms themselves respond with inherent unpredictability. In this study, I compile the evidence that contradicts that view. Organisms generate uncertainty internally, which results in irreducible stochastic responses. I consider why: for instance, stochastic responses are associated with greater adaptability to changing environments and resource availability. Over longer timescales, biologically generated uncertainty influences behavior, evolution, and macroecological processes. Indeed, it could be stated that organisms are systems defined by the internal generation, magnification, and record-keeping of uncertainty as inputs to responses. Important practical implications arise if organisms can indeed be defined by an association with specific classes of inherent uncertainty: not least that isolating those signatures then provides a potential means for detecting life, for considering the forms that life could theoretically take, and for exploring the wider limits to how life might become distributed. These are all fundamental goals in astrobiology.

Evidence of Language Development Using Brief Animated Stimuli: A Systematic Review.

There is limited evidence regarding the effect of animation compared to static pictures on children's language development. The aim was to systematically review the available literature for evidence concerning the effect of brief animation on spoken language responses (receptive-listening or expressive-speaking) in typically developing (TD) children aged 3 to 9 years. Five databases were searched, resulting in seven included studies. The characteristics of animated stimuli, the manner of presentation, and the language-related tasks were recorded, and questions were posed about the effect of brief animation on children's receptive and expressive language abilities. The evidence suggests that animation may have a positive effect on expressive language abilities of children compared to static pictures. As far as the effect of animation on receptive language performance is concerned, the evidence is less concrete. Future directions regarding the potential of animation on language development are discussed.

Examining Cultural Comfort and Knowledge in Undergraduate Nursing Students After the Implementation of an Online Educational Animation on Providing Care for Muslim Patients.

INTRODUCTION: With rapidly growing members of the Islamic faith, health care providers should expect to care for Muslim patients regardless of their chosen specialty. The quality of care provided hinges on their knowledge and understanding of Islam. This study aimed to analyze the influence of an educational animation on undergraduate nursing students' cultural comfort and knowledge concerning the health care needs of Muslims. METHODS: An educational animation was created addressing the unique health care needs of Muslim patients. Surveys (pre, post, 6 weeks) (n = 658) assessed cultural comfort and knowledge on covered topics. RESULTS: Student knowledge (pre: 12.4 ± 0.1; post: 14.4 ± 0.2; p < .01) and cultural comfort (pre: 4.0 ± 0.03; post: 4.1 ± 0.03; p < .05) increased after viewing the online educational animation. The increase in knowledge was sustained at 6 weeks. Students recommended additional topics for the future. DISCUSSION: This study highlights how an innovative educational animation can enhance students' understanding of providing care for Muslim patients, positively impacting patient outcomes.

Effects of Delivering an Animation-Based Inclusive Sex Education Curriculum for Adolescents in China.

Evidence suggests that tailored inclusive sex education can be an effective response to prevent gender-based violence and promote an inclusive educational environment. This study examined the effects of an age-appropriate and animation-based inclusive sex education curriculum among Chinese adolescents. A total of 243 students from one comprehensive vocational high school participated in the study. Attitudes toward homosexuality and relevant knowledge were assessed using Attitudes Toward Lesbians and Gays Scale and researcher-made questionnaires at the preintervention and postintervention. Results indicated that adolescents' attitudes and knowledge showed improvement after intervention; female students showed more positive attitudes toward homosexuals; and the animation-based inclusive sex education was welcomed by most participants. Implications of the findings and directions for future research were also discussed.

Impact of an Interactive, Animation-Based Electroencephalography Curriculum on Learner Confidence and Knowledge.

BACKGROUND: There is a national need for innovative electroencephalography (EEG) education with efficacy evaluated by rigorous statistical analysis. We created a dynamic, online resource that includes a series of animated videos at a single academic medical center. METHODS: For the animations and interactive module, we used VideoScribe and Articulate, respectively. The module comprised three chapters: (1) Origin & Technical Aspects of EEG, (2) Normal Adult EEG in Wakefulness & Sleep, and (3) Abnormal EEG, with appendices on artifacts, variants, activation procedures, seizure/epilepsy classification, and neonatal/pediatric EEG. The curriculum and knowledge assessments were reviewed independently by two fellowship-trained physicians before distribution. Linear mixed-effects models with bootstrapping were used to compare paired pre- and post-tests as well as Likert scale questionnaires. RESULTS: Forty-nine learners participated in the pretest survey; 38 matched participants completed post-tests (78%). Learners across fields perceived benefit (100% would recommend to colleagues), indicated improved self-efficacy (P < 0.0001), and performed better on post-test knowledge assessments (54.1 vs 88.2%, P < 0.0001). In the neurology providers subgroup (n = 20), pretest scores correlated with years in training (Spearman r = 0.52, P = 0.039), neurology rotations (r = 0.70, P = 0.003), epilepsy/EEG rotations (r = 0.6, P = 0.014), and EEG teaching hours (r = 0.62, P = 0.01); content knowledge and self-efficacy improvement for neurology providers remained significant in a multivariate model adjusting for these covariates. CONCLUSIONS: This animation-based, interactive EEG module proved effective in elevating learner confidence and knowledge across several medical specialties and training levels. Further study across institutions and subspecialties is needed to substantiate broad applicability, but our data appear promising for early EEG learners.

Text-to-movie authoring of anatomy lessons.

There is a need for a simple yet comprehensive tool to produce and edit pedagogical anatomy video courses, given the widespread usage of multimedia and 3D content in anatomy instruction. Anatomy teachers have minimal control over the present anatomical content generation pipeline. In this research, we provide an authoring tool for instructors that takes text written in the Anatomy Storyboard Language (ASL), a novel domain-specific language (DSL) and produces an animated video. ASL is a formal language that allows users to describe video shots as individual sentences while referencing anatomic structures from a large-scale ontology linked to 3D models. We describe an authoring tool that translates anatomy lessons written in ASL to finite state machines, which are then used to automatically generate 3D animation with the Unity 3D game engine. The proposed text-to-movie authoring tool was evaluated by four anatomy professors to create short lessons on the knee. Preliminary results demonstrate the ease of use and effectiveness of the tool for quickly drafting narrated video lessons in realistic medical anatomy teaching scenarios.