Interactive media-based dance and art therapies as interventions for treating posttraumatic symptoms among school children with abduction experience.

OBJECTIVE: This study aimed to compare the effectiveness of interactive media-based dance and art therapies in reducing symptoms of posttraumatic stress disorder among school children in Nigeria who have experienced abduction. METHOD: The study utilised a quasi-experimental design using a sample of 470 school children in Nigeria aged 10-18. The participants were divided into three groups, namely control, dance and art therapy groups. While participants in the art therapy group took part in art therapy sessions, those in dance therapy took part in dance therapy sessions. Participants in the control group received no intervention at all. RESULTS: The result showed a drop in PTSD scores of participants in art and dance therapies at post-intervention and follow-up assessment after six months. However, those in the control group did not report a significant drop in their PTSD symptoms even after six months. Dance therapy was found to be more effective than art therapy. CONCLUSION: The conclusion of this study is that dance therapy is more effective even though both art and dance therapies assist children exposed to traumatic events. PRACTICAL IMPLICATIONS: This study has offered empirical evidence that could guide the planning and implementation of therapies aimed at assisting school children aged 10-18 to recover from traumatic experiences.

Austrian College Students' Experiences With Digital Media Learning During the First COVID-19 Lockdown.

In 2020, the COVID-19 pandemic forced many nations to shut-down schools and universities, catapulting teachers and students into a new, challenging situation of 100% distance learning. To explore how the shift to full distance learning represented a break with previous teaching, we asked Austrian students (n = 874, 65% female, 34% male) which digital media they used before and during the first Corona lockdown, as well as which tools they wanted to use in the future. Students additionally reported on their attitudes and experiences with online learning. Results showed that students used certain tools, such as video, audio, e-assessments, and web conferencing systems, much more often during lockdown than they had before. Their use of classic digital media, such as e-mail, social communication tools, such as chat or online forums, and other interactive tools, such as wikis or educational games, hardly changed at all. Their attitudes toward multimedia learning were positively related to their media use. In their open responses (n = 137), students identified advantages of online learning (flexibility and self-directed learning), as well as disadvantages (limited social interaction) and challenges (motivation and self-discipline). As a group, they also expressed a clear preference for a balanced combination of online- and offline teaching in the future. However, individual students did prefer fully online or offline learning modes, depending on their personal circumstances and educational goals. We view this as a call to researchers and educators alike to explore ways in which the advantages of online and face-to-face learning can best be combined to meet the changed needs and expectations of organizations, students, and teachers in a future "after Corona."

Collectively playable wearable music: Practice-situated approaches to participatory relational inquiry.

We present two practice-situated participatory investigations using networked wearable sensors to develop movement-responsive collectively playable musical instruments: a series of four collocated workshops for expert dancers and a distance learning course in which students use wearable technology to enhance embodied learning and feelings of connectedness telematically. We reflect on our exploration of techniques for structuring ensemble improvisations augmented with bespoke digital musical instruments using aggregate statistical measures, such as variance of participants' physical orientation as an index of group intention. Participatory design exchanges top-down design methodologies with bottom-up approaches consulting actors' interests. We follow this approach by evolving our instruments through abductive experiments and trial-and-error tinkering, without strong theories, methods, or models, using elementary signal processing techniques that are meaningfully understood and modified by participants. Our experiences suggest useful scaffolding techniques for educational transdisciplinary research-creation communities seeking to explore relational ensemble dynamics in telematic and/or physically collocated settings using accessible wearable technologies. Through creative inquiry and participation, technical objects can become bearers of sense and meaning rather than instating mystifying or alienating relations for the participants.

Use of a Self-guided Computerized Cognitive Behavioral Tool During COVID-19: Evaluation Study.

BACKGROUND: Internet-based programs can help provide accessible and inexpensive behavioral health care to those in need; however, the evaluation of these interventions has been mostly limited to controlled trials. Data regarding patterns of use and effectiveness of self-referred, open-access online interventions are lacking. We evaluated an online-based treatment designed to address stress, depression, and conflict management, the Dartmouth PATH Program, in a freely available and self-guided format during the COVID-19 pandemic. OBJECTIVE: The primary aim is to determine users' levels of stress and depression, and the nature of problems and triggers they reported during the COVID-19 pandemic. A secondary objective is to assess the acceptability and usability of the PATH content and determine whether such a program would be useful as a stand-alone open-access resource. The final objective is understanding the high dropout rates associated with online behavioral programs by contrasting the use pattern and program efficacy of individuals who completed session one and did not return to the program with those who came back to complete more sessions. METHODS: Cumulative anonymous data from 562 individuals were analyzed. Stress triggers, stress responses, and reported problems were analyzed using qualitative analysis techniques. Scores on usability and acceptability questionnaires were evaluated using the sign test and Wilcoxon signed rank test. Mixed-effects linear modeling was used to evaluate changes in stress and depression over time. RESULTS: A total of 2484 users registered from April through October 2020, most of whom created an account without initiating a module. A total of 562 individuals started the program and were considered in the data analysis. The most common stress triggers individuals reported involved either conflicts with family or spouses and work or workload. The most common problems addressed in the mood module were worry, anxiousness, or stress and difficulty concentrating or procrastination. The attrition rate was high with 13% (21/156) completing the conflict module, 17% (50/289) completing session one of the mood module, and 14% (16/117) completing session one of the stress module. Usability and acceptability scores for the mood and stress modules were significantly better than average. In those who returned to complete sessions, symptoms of stress showed a significant improvement over time (P=.03), and there was a significant decrease in depressive symptoms over all time points (P=.01). Depression severity decreased on average by 20% (SD 35.2%; P=.60) between sessions one and two. CONCLUSIONS: Conflicts with others, worry, and difficulty concentrating were some of the most common problems people used the programs to address. Individuals who completed the modules indicated improvements in self-reported stress and depression symptoms. Users also found the modules to be effective and rated the program highly for usability and acceptability. Nevertheless, the attrition rate was very high, as has been found with other freely available online-based interventions. TRIAL REGISTRATION: ClinicalTrials.gov NCT02726061; https://clinicaltrials.gov/ct2/show/NCT02726061.

Current Research and Viewpoints on Internet Addiction in Adolescents.

PURPOSE OF REVIEW: This review describes recent research findings and contemporary viewpoints regarding internet addiction in adolescents including its nomenclature, prevalence, potential determinants, comorbid disorders, and treatment. RECENT FINDINGS: Prevalence studies show findings that are disparate by location and vary widely by definitions being used. Impulsivity, aggression, and neuroticism potentially predispose youth to internet addiction. Cognitive behavioral therapy and medications that treat commonly co-occurring mental health problems including depression and ADHD hold considerable clinical promise for internet addiction. SUMMARY: The inclusion of internet gaming disorder in the DSM-5 and the ICD-11 has prompted considerable work demonstrating the validity of these diagnostic approaches. However, there is also a movement for a conceptualization of the disorder that captures a broader range of media-use behaviors beyond only gaming. Efforts to resolve these approaches are necessary in order to standardize definitions and clinical approaches. Future work should focus on clinical investigations of treatments, especially in the USA, and longitudinal studies of the disorder's etiology.

Synergistic Effect Between Online Broadcast Media and Interactive Media on Purchase Intention.

It is becoming increasingly important for marketers to use online broadcast media and interactive media simultaneously. In this paper, three studies were conducted to explain the mechanism inherent in a synergistic effect. We ran Study 1 to test the synergistic effect of online broadcast media and interactive media on purchase behavior. We conducted Study 2 (synergistic vs. non-synergistic groups) to test the differences between the groups. Study 2 was a 2 (interference vs. no interference terms) × 2 (synergistic vs. non-synergistic groups) experiment to test whether the interaction between online broadcast media and interactive media is a necessary condition for the synergistic effect. Finally, Study 3 was conducted to test the difference in the level of information processing between online broadcast media and interactive media as a necessary condition for the synergistic effect. We designed a 2 (questioning vs. not questioning) × 2 (synergistic vs. non-synergistic groups) experiment to examine the difference between the groups. The results show that online broadcast media and interactive media have a synergistic effect on consumer purchase intention and memory. Study 1 shows that participants in the synergistic group had a higher purchase intention than participants in the non-synergistic group. Study 2 revealed a significant cognition interaction effect on product memory between online broadcast media and interactive media. Finally, in Study 3, the difference in the information processing level between broadcast media and interactive media had a significant synergistic effect on product memory.

What helps children learn difficult tasks: A teacher's presence may be worth more than a screen.

AIMS: What helps children learn: is it a presence of a live teacher or an interaction with the learning materials? Addressing this question, we manipulated a teacher's presence (on-screen vs. present) and activity (observing vs. doing) while teaching children about the properties of geometric shapes. METHOD: Five-year-olds (n = 215) completed two shape-sorting tasks in which they distinguished between typical, atypical and non-valid shapes. In between these tasks, they took part in one of four training sessions: doing teacher-present, observing teacher-present, doing teacher-on-screen and observing teacher-on-screen. RESULTS: Although children's shape knowledge improved across all training conditions, learning showed an interaction between teacher presence and task difficulty. In a teacher's presence, children learned more about the most difficult (atypical) shapes, irrespective of activity. It may be the social interaction, associated with a teacher's presence, that enhances learning. Conversely, physically taking part in interactive touchscreen training did not result in more learning than passive screen viewing.

When Representation Becomes Reality: Interactive Digital Media and Symbolic Development.

One challenge of using an interesting object such as a scale model as a symbol for something else is children's deep interest in the object itself. Attending to the model (the symbol) as a toy, children do not use information about where in the model a tiny dog is hiding to mentally represent where a larger dog is hiding in the full-sized room (the referent). Young children use pictures in this way because they are relatively uninteresting as objects. Today, interactive images on touchscreens function as virtual objects on which to act and which respond to the user's actions. In this chapter, we examine how interactive symbolic media (e.g., touchscreens, video chat, augmented reality) might affect children's symbolic development and the way that psychologists think about representational objects. Young children's learning about and from interactive media may depend upon adults scaffolding children's use of these new cultural tools.

Scientific Discovery Games for Biomedical Research.

Over the past decade, scientific discovery games (SDGs) have emerged as a viable approach for biomedical research, engaging hundreds of thousands of volunteer players and resulting in numerous scientific publications. After describing the origins of this novel research approach, we review the scientific output of SDGs across molecular modeling, sequence alignment, neuroscience, pathology, cellular biology, genomics, and human cognition. We find compelling results and technical innovations arising in problem-oriented games such as Foldit and Eterna and in data-oriented games such as EyeWire and Project Discovery. We discuss emergent properties of player communities shared across different projects, including the diversity of communities and the extraordinary contributions of some volunteers, such as paper writing. Finally, we highlight connections to artificial intelligence, biological cloud laboratories, new game genres, science education, and open science that may drive the next generation of SDGs.

Children's Learning From Interactive eBooks: Simple Irrelevant Features Are Not Necessarily Worse Than Relevant Ones.

The purpose of this study was to investigate experimentally the extent to which children's novel word learning and story comprehension differs for non-interactive eBooks and interactive eBooks with simple relevant or irrelevant interactive features that advance the narrative. An original story with novel word-object pairs was read to preschoolers (3-5 years old, N = 103) using one of the three eBook formats: non-interactive control, interactive-relevant, interactive-irrelevant. The book formats differed only in the manner in which the story advanced from one page to the next: children observed the experimenter turn the page (non-interactive), children touched a relevant image on the screen (relevant-interactive), or children touched an irrelevant image on the screen (irrelevant-interactive). Novel word learning and story comprehension were assessed with post-tests in which children picked target objects from an array and sorted story events into their original sequence, respectively. Findings indicate that word learning and story comprehension were similar across all three books, suggesting that simple interactive features - whether relevant or irrelevant to the story - had little impact on preschoolers' learning in this controlled experiment. Thus, simple interactivity that does not disrupt the story also does not hinder ongoing story comprehension.

Correlates of mobile screen media use among children aged 0-8: protocol for a systematic review.

BACKGROUND: Childhood is a crucial period for shaping healthy behaviours; however, it currently appears to be dominated by screen time. A large proportion of young children do not adhere to the screen time recommendations, with the use of mobile screen devices becoming more common than fixed screens. Existing systematic reviews on correlates of screen time have focused largely on the traditional fixed screen devices such as television. Reviews specially focused on mobile screen media are almost non-existent. This paper describes the protocol for conducting a systematic review of papers published between 2009 and 2015 to identify the correlates of mobile screen media use among children aged 0-8 years. METHODS: A systematic literature search of electronic databases will be carried out using different combinations of keywords for papers published in English between January 2009 and December 2015. Additionally, a manual search of reference lists and citations will also be conducted. Papers that have examined correlates of screen time among children aged 0-8 will be included in the review. Studies must include at least one type of mobile screen media (mobile phones, electronic tablets or handheld computers) to be eligible for inclusion. This study will identify correlates of mobile screen-viewing among children in five categories: (i) child biological and demographic correlates, (ii) behavioural correlates, (iii) family biological and demographic correlates, (iv) family structure-related correlates and (v) socio-cultural and environmental correlates. PRISMA statement will be used for ensuring transparency and scientific reporting of the results. DISCUSSION: This study will identify the correlates associated with increased mobile screen media use among young children through the systematic review of published peer-reviewed papers. This will contribute to addressing the knowledge gap in this area. The results will provide an evidence base to better understand correlates of mobile screen media use and potentially inform the development of recommendations to reduce screen time among those aged 0-8 years. SYSTEMATIC REVIEW REGISTRATION: PROSPERO CRD42015028028 .

If You Build It, Will They Come? Patterns of Internet-Based and Face-To-Face Participation in a Parenting Program for Military Families.

BACKGROUND: Some evidence suggests parents are drawn to media-based interventions over face-to-face interventions, but little is known about the factors associated with parents' use of Internet-based or Internet-enhanced programs, especially among military families. Research is needed to understand characteristics of parents who may be most likely to use online components or attend face-to-face meetings in order to ensure maximum engagement. OBJECTIVE: In this study, we examined characteristics that predict various patterns of Internet use and face-to-face attendance in a parenting program designed for military families. METHODS: An ecological framework guided analysis of differences in patterns of Internet-based use and face-to-face attendance by parents' demographic characteristics (gender, education, employment, and child age), incentives offered, and number of months the parent was deployed. We reported differences in the total number of online components completed over the 14 modules, total number of face-to-face sessions attended, and the use of different types of online components accessed (videos, downloadable handouts, mindfulness exercises, knowledge checks, and downloadable summaries). Then, we computed multinomial logistic regression accounting for nestedness (parents within families) to examine associations between demographic, programmatic, and military-related characteristics and patterns of engagement (use of online components and attendance at face-to-face sessions). RESULTS: Just over half (52.2%, 193/370) of the participants used the online components at least once, and the majority of participants (73.2%, 271/370) attended at least 1 face-to-face session. An examination of different patterns of participation revealed that compared with those who participated primarily in face-to-face sessions, parents who participated online but had little face-to-face participation were more likely to have received incentives than those who did not (95% CI 1.9-129.7). Among participants who had been deployed, those who had earned a 4-year degree (95% CI 1.0-2.2) and those who had been offered incentives to participate online (95% CI 2.1-58.6) were more likely to be highly engaged in online components and attend face-to-face compared with those who attended primarily face-to-face. However, those with a high number of months of deployment (95% CI 0.6-1.0) were less likely to be in the pattern of highly engaged in online components and face-to-face attendance. Compared with those who participated primarily face-to-face, deployed mothers were about 4 times more likely to engage in moderate online use with face-to-face attendance than deployed fathers (95% CI 1.21-11.83) and participate primarily online (95% CI 0.77-25.20). CONCLUSIONS: Results imply that parents may be drawn to different delivery options of a parenting program (online components vs face-to-face sessions) depending on their education level, incentives to engage in online components, and their military-related experience. Results suggest potential directions for tailoring Internet-based interventions.

Touch or Watch to Learn? Toddlers' Object Retrieval Using Contingent and Noncontingent Video.

The experiment reported here was designed to examine the effect of contingent interaction with touch-screen devices on toddlers' use of symbolic media (video) during an object-retrieval task. Toddlers (24-36 months old; N = 75) were randomly assigned to watch an animated character hiding on screen either in a no-contingency video (requiring no action), a general-contingency video (accepting touch input anywhere on screen), or a specific-contingency video (requiring touch input on a particular area of interest). After the hiding event, toddlers searched for the character on a corresponding felt board. Across all trials, younger toddlers were more likely to search correctly after a specific-contingency video than after a no-contingency video, which suggests that contingent interaction designed to emphasize specific information on screen may promote learning. However, this effect was reversed for older toddlers. We interpret our findings with respect to the selective encoding of target features during hiding events and the relative strength of memory traces during search.

An Interactive Computer Session to Initiate Physical Activity in Sedentary Cardiac Patients: Randomized Controlled Trial.

BACKGROUND: Physical activity (PA) improves many facets of health. Despite this, the majority of American adults are insufficiently active. Adults who visit a physician complaining of chest pain and related cardiovascular symptoms are often referred for further testing. However, when this testing does not reveal an underlying disease or pathology, patients typically receive no additional standard care services. A PA intervention delivered within the clinic setting may be an effective strategy for improving the health of this population at a time when they may be motivated to take preventive action. OBJECTIVE: Our aim was to determine the effectiveness of a tailored, computer-based, interactive personal action planning session to initiate PA among a group of sedentary cardiac patients following exercise treadmill testing (ETT). METHODS: This study was part of a larger 2x2 randomized controlled trial to determine the impact of environmental and social-cognitive intervention approaches on the initiation and maintenance of weekly PA for patients post ETT. Participants who were referred to an ETT center but had a negative-test (ie, stress tests results indicated no apparent cardiac issues) were randomized to one of four treatment arms: (1) increased environmental accessibility to PA resources via the provision of a free voucher to a fitness facility in close proximity to their home or workplace (ENV), (2) a tailored social cognitive intervention (SC) using a "5 As"-based (ask, advise, assess, assist, and arrange) personal action planning tool, (3) combined intervention of both ENV and SC approaches (COMBO), or (4) a matched contact nutrition control (CON). Each intervention was delivered using a computer-based interactive session. A general linear model for repeated measures was conducted with change in PA behavior from baseline to 1-month post interactive computer session as the primary outcome. RESULTS: Sedentary participants (n=452; 34.7% participation rate) without a gym membership (mean age 58.57 years; 59% female, 78% white, 12% black, 11% Hispanic) completed a baseline assessment and an interactive computer session. PA increased across the study sample (F1,441=30.03, P<.001). However, a time by condition interaction (F3,441=8.33, P<.001) followed by post hoc analyses indicated that SC participants exhibited a significant increase in weekly PA participation (mean 45.1, SD 10.2) compared to CON (mean -2.5, SD 10.8, P=.004) and ENV (mean 8.3, SD 8.1, P<.05). Additionally, COMBO participants exhibited a significant increase in weekly PA participation (mean 53.4, SD 8.9) compared to CON (P<.001) and ENV (P=.003) participants. There were no significant differences between ENV and CON or between SC and COMBO. CONCLUSIONS: A brief, computer-based, interactive personal action planning session may be an effective tool to initiate PA within a health care setting, in particular as part of the ETT system. TRIAL REGISTRATION: Clinicaltrials.gov NCT00432133, http://clinicaltrials.gov/ct2/show/NCT00432133 (Archived by WebCite at http://www.webcitation.org/6aa8X3mw1).

Evaluation of an interactive multi-media device for delivering information on Le Fort I osteotomy.

This study was carried out on volunteers to evaluate a newly developed interactive software package aimed at informing prospective Le Fort I osteotomy patients regarding the surgical technique and possible complications. The aim of the study was to compare two methods of information delivery; a multi-media tablet device delivering both graphic and verbal information, and an audio device delivering essentially the same information in verbal form only. The null hypothesis was that there would be no difference between the efficiencies of the two methods. The subjects' ability to recall the information delivered by both devices was assessed using a questionnaire. The tablet device participants scored an average of 15.48 points, while the audio device participants scored an average of 268 points. The difference was statistically significant (p < 0.001), suggesting that the multi-media tablet device was more effective method.

Understanding who benefits at each step in an internet-based diabetes self-management program: application of a recursive partitioning approach.

BACKGROUND: Efforts to predict success in chronic disease management programs have been generally unsuccessful. OBJECTIVE: To identify patient subgroups associated with success at each of 6 steps in a diabetes self-management (DSM) program. DESIGN: Using data from a randomized trial, recursive partitioning with signal detection analysis was used to identify subgroups associated with 6 sequential steps of program success: agreement to participate, completion of baseline, initial website engagement, 4-month behavior change, later engagement, and longer-term maintenance. SETTING: The study was conducted in 5 primary care clinics within Kaiser Permanente Colorado. PATIENTS: Different numbers of patients participated in each step, including 2076, 544, 270, 219, 127, and 89. All measures available were used to address success at each step. Intervention. Participants were randomized to receive either enhanced usual care or 1 of 2 Internet-based DSM programs: 1) self-administered, computer-assisted self-management and 2) the self-administered program with the addition of enhanced social support. MEASUREMENTS: Two sets of potential predictor variables and 6 dichotomous outcomes were created. RESULTS: Signal detection analysis differentiated successful and unsuccessful subgroups at all but the final step. Different patient subgroups were associated with success at these different steps. Demographic factors (education, ethnicity, income) were associated with initial participation but not with later steps, and the converse was true of health behavior variables. LIMITATIONS: Analyses were limited to one setting, and the sample sizes for some of the steps were modest. CONCLUSIONS: Signal detection and recursive partitioning methods may be useful for identifying subgroups that are more or less successful at different steps of intervention and may aid in understanding variability in outcomes.

A transformative subfield in rehabilitation science at the nexus of new technologies, aging, and disability.

We argue that a silo research and training approach is no longer sufficient to provide real solutions to the complex humanitarian, social, and financial problems brought about by global trends in aging and the increased prevalence of multiple chronic conditions that limit independence and activities of daily living. This perspective highlights the opportunities for collaborative research and training in a new multidisciplinary science of rehabilitation enabled by growing knowledge and information along scientifically and clinically meaningful lines. The recent proliferation of eHealth technologies offers opportunities for development of low-cost, simple, interactive media prevention, health maintenance, and continued functional recovery programs using a chronic care model designed to promote engagement and participation. With two examples - long-term disability consequential to (1) hip fracture and (2) manual wheelchair use - we outline the developing science for a collaborative and transformative nexus team capable of accelerating an understanding of ways to restore independence and improve quality of life, in the long-term. We conclude with a set of recommendations for the design of interactive media systems to both increase acceptability and stimulate research.

The television drama-documentary (dramadoc) as a form of science communication.

This article examines the dramadoc genre's potential to enhance public understanding of science. It focuses on a case study of the UK dramadoc If…Cloning Could Cure Us, which employed a combination of fictionalised drama, documentary interviews and interactive features to explore uses of human cloning in stem cell research. The author conducted 20 focus group screenings of the programme to examine the impact that the dramadoc had on people's knowledge and opinions. Results show that although critics claim that the genre's combination of fact and fiction will lead audiences to misunderstandings, the dramadoc also has the potential to increase people's scientific understandings. New understandings, however, do not necessarily translate into more favourable attitudes towards the topic. The article concludes by arguing that in spite of the programme's achievements in improving public understanding of science, the dramadoc could have gone further to engage audiences in genuine dialogue about the new technology.

Electronic problem-solving treatment: description and pilot study of an interactive media treatment for depression.

BACKGROUND: Computer-automated depression interventions rely heavily on users reading text to receive the intervention. However, text-delivered interventions place a burden on persons with depression and convey only verbal content. OBJECTIVE: The primary aim of this project was to develop a computer-automated treatment for depression that is delivered via interactive media technology. By using branching video and audio, the program simulates the experience of being in therapy with a master clinician who provides six sessions of problem-solving therapy. A secondary objective was to conduct a pilot study of the program's usability, acceptability, and credibility, and to obtain an initial estimate of its efficacy. METHODS: The program was produced in a professional multimedia production facility and incorporates video, audio, graphics, animation, and text. Failure analyses of patient data are conducted across sessions and across problems to identify ways to help the user improve his or her problem solving. A pilot study was conducted with persons who had minor depression. An experimental group (n = 7) used the program while a waitlist control group (n = 7) was provided with no treatment for 6 weeks. RESULTS: All of the experimental group participants completed the trial, whereas 1 from the control was lost to follow-up. Experimental group participants rated the program high on usability, acceptability, and credibility. The study was not powered to detect clinical improvement, although these pilot data are encouraging. CONCLUSIONS: Although the study was not powered to detect treatment effects, participants did find the program highly usable, acceptable, and credible. This suggests that the highly interactive and immersive nature of the program is beneficial. Further clinical trials are warranted. TRIAL REGISTRATION: ClinicalTrials.gov NCT00906581; http://clinicaltrials.gov/ct2/show/NCT00906581 (Archived by WebCite at http://www.webcitation.org/6A5Ni5HUp).