Focused attention and intrinsic motivation using animations for instruction of fundamental motor skills in children with Down syndrome.

BACKGROUND: Children with Down syndrome (DS) demonstrate poorer performance in locomotor and ball skills than children with typical development. During motor assessment, keeping children's attention and motivation is challenging, especially for children with DS, which may affect the test outcomes. This study aimed first to examine the impact of examiner and App-animation demonstrations during the assessment on the performance of fundamental motor skills, focus of attention and intrinsic motivation for children with DS and neurotypical development (NTD). The secondary aim was to examine the differences in those outcomes between children with DS and neurotypical development. METHODS: A sample of 24 children (10 with DS and 14 with NTD) aged between 3 and 10 years were subjected to two motor performance assessment protocols: a traditional protocol using the Gross Motor Development Test-3 (TGMD-3) and a protocol using animations from an application as support for TGMD-3 (AppP). The focus of attention was obtained from video recordings during protocol instruction (number of eye shifts, eye shift time, instruction focus time, number of instructions required and total instruction time). Intrinsic motivation was assessed by the Intrinsic Motivation Inventory (IMI) at the end of each protocol. RESULTS: The results showed no significant differences between the protocols for locomotor skills, ball skills and gross motor index. However, children with NTD outperformed those with DS in these skills. When analysing the focus of attention, children with DS showed greater ocular deviations and longer instruction time requested in the traditional protocol compared with AppP, even when compared with NDT children. When comparing protocols in both groups, AppP demonstrated fewer ocular deviations and shorter ocular deviation times. Regarding intrinsic motivation, children with DS in the traditional protocol had lower motivation scores than those with NTD. Regarding the purchase of protocols, in both groups, the AppP presented higher scores for interest/pleasure, perceived competence and general motivation, with lower pressure/tension. CONCLUSION: The animated application (AppP) proved effective as a visual support during the TGMD-3 assessment, particularly benefiting children with DS by enhancing motivation and attention.

Co-design of digital public health substance use resources: A collaboration between young people and experts.

ISSUE ADDRESSED: Substance use and mental illness remain critical issues for young Australians, however, engagement with evidence-based health resources is challenging among this age group. This study aimed to develop engaging, useful digital health resources, underpinned by neuroscience principles, to build awareness of the harms of electronic cigarettes (e-cigarettes) and concurrent alcohol and antidepressant use. METHODS: A mixed-methods approach was adopted to co-design two evidence-based videos resources. The resources were co-designed with the Matilda Centre's Youth Advisory Board Centre's Youth Advisory Board through a series focus groups and individual feedback reviews. Young people residing in New South Wales were then invited to complete a survey to evaluate the usefulness, relatability and impact on perceived harms associated with each substance pre- and post-viewing resources. RESULTS: A total of 100 participants completed the survey (mean age = 21.5 years, SD = 2.77, 42% Female, 2% Non-binary). The animated videos were well received, with the large majority (91% and 87% respectively) of participants rating them 'excellent' or 'very good'. After viewing the videos, there was a significant increase in the perception of harm associated with e-cigarette use, monthly (t(99) = 2.76, p = .003), weekly (t(99) = 4.82, p < .001) and daily (t(99) = 4.92, p < .001), and consuming alcohol whilst taking antidepressants both weekly (t(100) = 2.93, p = .004) and daily (t(100) = 3.13, p = .002). CONCLUSIONS: This study describes a successful co-design process demonstrating how meaningful involvement of young people, alongside traditional research methods, can produce substance use prevention resources that are useful, engaging and increase knowledge of harms among young people. SO WHAT?: To achieve meaningful public health impact researchers, experts and digital creators can work together to co-create substance use educational materials that are engaging, well-liked, while imparting important health knowledge.

Seeing Social: A Neural Signature for Conscious Perception of Social Interactions.

Social information is some of the most ambiguous content we encounter in our daily lives, yet in experimental contexts, percepts of social interactions-that is, whether an interaction is present and if so, the nature of that interaction-are often dichotomized as correct or incorrect based on experimenter-assigned labels. Here, we investigated the behavioral and neural correlates of subjective (or conscious) social perception using data from the Human Connectome Project in which participants (n = 1049; 486 men, 562 women) viewed animations of geometric shapes during fMRI and indicated whether they perceived a social interaction or random motion. Critically, rather than experimenter-assigned labels, we used observers' own reports of "Social" or "Non-social" to classify percepts and characterize brain activity, including leveraging a particularly ambiguous animation perceived as "Social" by some but "Non-social" by others to control for visual input. Behaviorally, observers were biased toward perceiving information as social (vs non-social); and neurally, observer reports (compared with experimenter labels) explained more variance in activity across much of the brain. Using "Unsure" reports, we identified several regions that responded parametrically to perceived socialness. Neural responses to social versus non-social content diverged early in time and in the cortical hierarchy. Finally, individuals with higher internalizing trait scores showed both a higher response bias toward "Social" and an inverse relationship with activity in default mode and visual association areas while scanning for social information. Findings underscore the subjective nature of social perception and the importance of using observer reports to study percepts of social interactions.SIGNIFICANCE STATEMENT Simple animations involving two or more geometric shapes have been used as a gold standard to understand social cognition and impairments therein. Yet, experimenter-assigned labels of what is social versus non-social are frequently used as a ground truth, despite the fact that percepts of such ambiguous social stimuli are highly subjective. Here, we used behavioral and fMRI data from a large sample of neurotypical individuals to show that participants' responses reveal subtle behavioral biases, help us study neural responses to social content more precisely, and covary with internalizing trait scores. Our findings underscore the subjective nature of social perception and the importance of considering observer reports in studying behavioral and neural dynamics of social perception.

e-PBL with multimedia animations: a design-based research.

BACKGROUND: This study was conducted to explore the effectiveness of online problem-based learning (e-PBL) with multimedia animation scenarios by comparing the face-to-face (f2f) PBL method with paper-based scenarios. Adapting different f2f teaching methodologies to online environments is a significant problem that urgently needs attention, particularly in health education. METHODS: This study is part of design-based research and consists of three phases, which comprise design, analysis, and re-design. First, the animation-based problem scenarios were developed, and the learning environment (e-PBL) elements were organized. Then animation-based scenarios and the e-PBL environment were used, and problems related to the use of the environment were determined with an experimental study which was based on a pretest-posttest control group design. Finally, we used the following three measurement tools in the data collection process: a scale to determine the effectiveness of PBL, an attitude scale toward PBL, and the Clinical Objective Reasoning Exams (CORE). The study group in this research comprised 92 medical undergraduates (47 female and 45 male). RESULTS: There were similar scores between the two groups (e-PBL and f2f) in terms of the effectiveness of the platforms, the attitudes of the medical undergraduates, and the CORE scores. Also, there were positive relationships between the attitude scores, grade point average (GPA), and PBL scores of the undergraduates. Another significant positive relationship was found between the CORE scores and the GPA. CONCLUSIONS: The animation-supported e-PBL environment positively effects the participants' knowledge, skills, and attitude. Students who have high academic scores attitude positively towards e-PBL. Providing problem scenarios as multimedia animations is the innovative face of the research. They have been produced inexpensively with off-the-shelf web-based animation apps. These technological advances may democratize the production of video-based cases in the future. Although the results of this study were obtained before the pandemic, they showed no differences between e-PBL and f2f-PBL in terms of effectiveness.

Neuroscience literacy and substance use prevention: How well do young people understand their brain?

ISSUE: Reducing substance use harm in young people is a major public health priority, however, health promotion messages often struggle to achieve meaningful engagement. Neuroscience-based teachings may provide an innovative new way to engage young people in credible harm minimisation health promotion. This study aims to evaluate the acceptability and credibility of a series of neuroscience-based drug education animations and investigate neuroscience literacy in young people. METHODS: Three animations were developed around the impact of alcohol, MDMA and cannabis use on the growing brain, labelled the 'Respect Your Brain' video series. Sixty young people (mean age 21.9 years; 48% female) viewed the animations and completed a 20-minute web-based, self-report survey to provide feedback on the animations and a 19-item neuroscience literacy survey, assessing knowledge and attitudes towards the brain. RESULTS: The Alcohol, Cannabis and MDMA videos were rated as good or very good by the majority of participants (82%, 89% and 85%, respectively) and all participants wanted to see more 'Respect your Brain' videos. On average the Alcohol, Cannabis and MDMA videos were rated as containing the right level of detail and being interesting, relevant and engaging by the majority of participants (80%, 81% and 83%, respectively). Participants scored an average of 74% in the neuroscience literacy questionnaire, demonstrating some knowledge of brain functioning and positive attitudes towards the brain. CONCLUSION: This study provides evidence that age-appropriate, neuroscience-based resources on alcohol, Cannabis and MDMA are engaging and relevant to young people and offer a potential new avenue to reduce alcohol and other drug related harm and promote healthy lifestyle choices in young people.

Replacing a Veterinary Physiology Endocrinology Lecture with a Blended Learning Approach Using an Everyday Analogy.

Understanding scientific concepts and processes is critical for veterinary education. This article outlines the impact of blended learning and the use of an analogy on student understanding of the hypothalamic-pituitary-target gland axis over a three-year period. The first-year veterinary physiology course at our institution was modified to incorporate a blended learning approach. An analogy centered around a fast-food restaurant was introduced via an animated video to explain key concepts using an online module. Students completed the module on their own time and class time was optional for asking questions or obtaining clarification as needed. Learning was assessed using the same set of multiple-choice exam questions (MCQs). As hypothesized, students using the online module performed equally well (significantly better for those in the lower quartile) on three summative MCQs to those who received the same information delivered by traditional lecture. Student feedback identified positive aspects regarding blended learning using the analogy, including dynamic visuals, ability to work at their own time and pace, and ease of repeating information. Students cited lack of discipline and poor time management as obstacles to completing the module. Changing the anatomy and physiology of the hypothalamus and pituitary gland from static images and text to an animated video significantly improved student's preference for the blended learning approach. Blended learning and the analogy was preferred by 47% of students over the traditional lecture format (21% preferred traditional lecture and 32% were indifferent) and it was more effective in helping students master this important physiological concept.

A unified psychological space for human perception of physical and social events.

One of the great feats of human perception is the generation of quick impressions of both physical and social events based on sparse displays of motion trajectories. Here we aim to provide a unified theory that captures the interconnections between perception of physical and social events. A simulation-based approach is used to generate a variety of animations depicting rich behavioral patterns. Human experiments used these animations to reveal that perception of dynamic stimuli undergoes a gradual transition from physical to social events. A learning-based computational framework is proposed to account for human judgments. The model learns to identify latent forces by inferring a family of potential functions capturing physical laws, and value functions describing the goals of agents. The model projects new animations into a sociophysical space with two psychological dimensions: an intuitive sense of whether physical laws are violated, and an impression of whether an agent possesses intentions to perform goal-directed actions. This derived sociophysical space predicts a meaningful partition between physical and social events, as well as a gradual transition from physical to social perception. The space also predicts human judgments of whether individual objects are lifeless objects in motion, or human agents performing goal-directed actions. These results demonstrate that a theoretical unification based on physical potential functions and goal-related values can account for the human ability to form an immediate impression of physical and social events. This ability provides an important pathway from perception to higher cognition.

Impact of cardiovascular embryology animations on short-term learning.

An understanding of human embryology is essential for students to better understand the subjects of human anatomy and physiology. However, human embryology is a challenging subject for many, since they must learn how anatomic structures and physiological processes develop over a period of time. Embryology texts typically use static, two-dimensional images to illustrate the dynamic three-dimensional developmental processes, making it difficult for a student to understand spatial relationships and sequential steps. To help students conceptualize these series of complex dynamic developmental events that occur over time, two of the authors and a graphic artist developed six web-based cardiovascular embryology animations and housed them on an Indiana University website. This research study examines knowledge gains and user satisfaction of students, faculty, and laypeople around the world who accessed these six website animations. Data collection spanned 6 yr, and pretest/posttest assessments (ranging from 4 to 7 multiple-choice questions each) were used to determine immediate knowledge gains of cardiovascular embryology. The total number of completed pretest/posttest assessments ranged from 555 to 1,449 per animation. The number of correct posttest scores was significantly improved over matched pretest scores (confidence interval range 1.3-3.2, depending on the animation, P < 0.001), suggesting the animations are useful for embryology learning (at least in the short term). Demographic and user satisfaction information was gathered with an anonymous survey at the end of each animation. Survey data from all animations indicated participants found the animations easy to use and very effective for their learning. This research highlights the positive impacts of web-based animations on learning complicated events of cardiovascular embryology.

Animations in Cross-Platform Mobile Applications: An Evaluation of Tools, Metrics and Performance.

Along with the proliferation of high-end and performant mobile devices, we find that the inclusion of visually animated user interfaces are commonplace, but that research on their performance is scarce. Thus, for this study, eight mobile apps have been developed for scrutiny and assessment to report on the device hardware impact and penalties caused by transitions and animations, with an emphasis on apps generated using cross-platform development frameworks. The tasks we employ for animation performance measuring, are those of (i) a complex animation consisting of multiple elements, (ii) the opening sequence of a side menu navigation pattern, and (iii) a transition animation during in-app page navigation. We employ multiple performance profiling tools, and scrutinize metrics including frames per second (FPS), CPU usage, device memory usage and GPU memory usage, all to uncover the impact caused by executing transitions and animations. We uncover important differences in device hardware utilization during animations across the different cross-platform technologies employed. Additionally, Android and iOS are found to differ greatly in terms of memory consumption, CPU usage and rendered FPS, a discrepancy that is true for both the native and cross-platform apps. The findings we report are indeed factors contributing to the complexity of app development.

Best practices: Two Web-browser-based methods for stimulus presentation in behavioral experiments with high-resolution timing requirements.

The Web is a prominent platform for behavioral experiments, for many reasons (relative simplicity, ubiquity, and accessibility, among others). Over the last few years, many behavioral and social scientists have conducted Internet-based experiments using standard web technologies, both in native JavaScript and using research-oriented frameworks. At the same time, vendors of widely used web browsers have been working hard to improve the performance of their software. However, the goals of browser vendors do not always coincide with behavioral researchers' needs. Whereas vendors want high-performance browsers to respond almost instantly and to trade off accuracy for speed, researchers have the opposite trade-off goal, wanting their browser-based experiments to exactly match the experimental design and procedure. In this article, we review and test some of the best practices suggested by web-browser vendors, based on the features provided by new web standards, in order to optimize animations for browser-based behavioral experiments with high-resolution timing requirements. Using specialized hardware, we conducted four studies to determine the accuracy and precision of two different methods. The results using CSS animations in web browsers (Method 1) with GPU acceleration turned off showed biases that depend on the combination of browser and operating system. The results of tests on the latest versions of GPU-accelerated web browsers showed no frame loss in CSS animations. The same happened in many, but not all, of the tests conducted using requestAnimationFrame (Method 2) instead of CSS animations. Unbeknownst to many researchers, vendors of web browsers implement complex technologies that result in reduced quality of timing. Therefore, behavioral researchers interested in timing-dependent procedures should be cautious when developing browser-based experiments and should test the accuracy and precision of the whole experimental setup (web application, web browser, operating system, and hardware).

The Scientific Image in Behavior Analysis.

Throughout the history of science, the scientific image has played a significant role in communication. With recent developments in computing technology, there has been an increase in the kinds of opportunities now available for scientists to communicate in more sophisticated ways. Within behavior analysis, though, we are only just beginning to appreciate the importance of going beyond the printing press to elucidate basic principles of behavior. The aim of this manuscript is to stimulate appreciation of both the role of the scientific image and the opportunities provided by a quick response code (QR code) for enhancing the functionality of the printed page. I discuss the limitations of imagery in behavior analysis ("Introduction"), and I show examples of what can be done with animations and multimedia for teaching philosophical issues that arise when teaching about private events ("Private Events 1 and 2"). Animations are also useful for bypassing ethical issues when showing examples of challenging behavior ("Challenging Behavior"). Each of these topics can be accessed only by scanning the QR code provided. This contingency has been arranged to help the reader embrace this new technology. In so doing, I hope to show its potential for going beyond the limitations of the printing press.

Digital competences of university students after face-to-face and remote teaching: Video-animations digital create content.

In today's digitally advanced society, there is a need to focus on collaborative educational approaches of a socio-community nature that incorporate technology. From this perspective, the FEJYLEN and FEJYLENVAL programs were conceived and implemented for both remote (online) and face-to-face teaching. These programs are based on an E-Learning-Service methodology, enabling the training of university students in digital skills, and facilitating the transfer of their interactive educational video-animations to early childhood education centers. The study sample consisted of 221 students enrolled in Early Childhood Education and Speech Therapy Degrees. The study had two objectives: first, to compare digital competences before and after participating in the mentioned programs; and second, to evaluate the impact of the type of teaching and university training on the acquisition of digital competences. The findings indicate that students receiving face-to-face teaching demonstrated significant improvement across all digital competences' factors with a medium-high effect size. Conversely, for students receiving remote instruction, improvements were limited to only certain skill factors. Our study reveals that face-to-face teaching is associated with higher scores in digital competencies and more efficient digital content creation. In conclusion, this research highlights the advantages of face-to-face teaching in comparison to remote instruction. This has facilitated a closer connection between the university and the realities faced by educational centers, fostering the exchange of knowledge between learning communities.

Does a Video-Based and 3D Animation Hybrid Learning System Improve Teaching Outcomes in Orthopedic Surgery? A Randomized Controlled Trial.

OBJECTIVE: This study aims to evaluate the instructional efficacy of a 3D Surgical Training System (3DSTS), which combines real surgical footage with high-definition 3D animations, against conventional surgical videos and textbooks in the context of orthopedic proximal humerus fracture surgeries. DESIGN: Before the experiment, 89 participants completed a pre-educational knowledge assessment. They were then randomized into 3 groups: the 3DSTS group (n = 30), the surgical video (SV) group (n = 29), and the textbook group (n = 30). After their respective teaching courses, all participants took a posteducational assessment and completed a perceived cognitive load test. The 3DSTS group also filled out a satisfaction survey. Once all assessments were finished, the SV and textbook groups were introduced to the 3DSTS course and subsequently completed a satisfaction survey. All statistical analyses were executed using IBM SPSS version 24 (IBM Corp., Armonk, NY). For data fitting normal distribution, we employed one-way analysis of variance (one-way ANOVA) and Tukey HSD tests, whereas, for non-normally distributed data, we used Kruskal-Wallis H tests and Dunn's tests. The significance level for all tests was set at p < 0.05. SETTING: Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei Province, P. R. China. PARTICIPANTS: About 89 doctors who undergoing standardized residents training. RESULT: The initial assessment scores among the three groups were comparable, showing no significant statistical difference. Post-education revealed a marked difference in the scores, with the 3DSTS group outperforming both the SV and textbook groups. Specifically, the 3DSTS group exhibited statistically greater improvement in areas such as procedural steps, and specialized surgical techniques compared to the SV and textbook groups. During the 3DSTS teaching process, participants reported the least perceived cognitive load and expressed strong satisfaction, highlighting that the instructional materials are well-prepared, and considering this teaching method superior and more innovative than previous courses they had encountered. CONCLUSION: The 3D Surgical Training System, integrating real videos with 3D animations, significantly enhances orthopedic surgery education over conventional methods, providing improved comprehension, lower cognitive load, and standardized learning outcomes. Its efficacy and high participant satisfaction underscore its potential for broader adoption in surgical disciplines. This study is registered with ClinicalTrials. gov ID: ChiCTR2300074730.

Investigating the role of hand perspective in learning from procedural animations.

BACKGROUND: Research indicates that animations presenting procedural instructions lead to better learning if the animation displays the procedural task from a first-person perspective (over-the-shoulder) compared to a third-person perspective (face-to-face). AIMS: This study extends view-perspective research by investigating whether the observation of human hands completing manipulative tasks in an animation are necessary or not. SAMPLE: Sixty university students participated in the study. METHOD: Participants studied two knot-tying animations from a first-person perspective showing hands, or a third-person perspective showing hands, or a first-person perspective without showing hands. RESULTS: Results showed that studying first-person perspective animations resulted in higher performance on a knot-tying task and recognition task (but not transfer task) than studying the third-person perspective animations. The strongest effects were gained from the first-person perspective animations showing hands, although comparable learning outcomes were often found with the no-hands perspective animations. In addition, spatial ability was found to influence knot-tying and recognition performance, while gender minimally interacted with performance in the different viewing perspective conditions. CONCLUSIONS: Hand-manipulative task are learned most optimally from animations when presented from a first-person perspective, while it is not necessary to show the hands.

Successful learning with whiteboard animations - A question of their procedural character or narrative embedding?

Although whiteboard animations are increasingly used for educational purposes, there is little empirical evidence as to why such animations can enhance learning. To specify essential elements, their dynamic visual presentation, as well as their narrative embedding, were found to be theortically important. In a first Experiment (N = 133) with a 2 (presentation mode: static pictures vs. progressive drawing) x 2 (narrative context: with vs. without a narrative) between-subject factorial design, motivational, cognitive, affective variables, as well as learning outcomes, of secondary school students were measured. Results revealed that progressive drawing, as well as a narrative context, are mostly associated with an increase in learning-relevant variables. In a second experiment with the same sample and the same experimental design but a different whiteboard animation, results from Experiment 1 generalize to another learning content. Again, a progressive drawing, as well as a narrative context within whiteboard animation, fostered learning relevant variables as well as learning outcomes. Results are discussed considering the cognitive theory of multimedia learning, the contiguity effect as well as the instructional design theory of anchored instruction.

Gaze patterns and brain activations in humans and marmosets in the Frith-Happé theory-of-mind animation task.

Theory of Mind (ToM) refers to the cognitive ability to attribute mental states to other individuals. This ability extends even to the attribution of mental states to animations featuring simple geometric shapes, such as the Frith-Happé animations in which two triangles move either purposelessly (Random condition), exhibit purely physical movement (Goal-directed condition), or move as if one triangle is reacting to the other triangle's mental states (ToM condition). While this capacity in humans has been thoroughly established, research on nonhuman primates has yielded inconsistent results. This study explored how marmosets (Callithrix jacchus), a highly social primate species, process Frith-Happé animations by examining gaze patterns and brain activations of marmosets and humans as they observed these animations. We revealed that both marmosets and humans exhibited longer fixations on one of the triangles in ToM animations, compared to other conditions. However, we did not observe the same pattern of longer overall fixation duration on the ToM animations in marmosets as identified in humans. Furthermore, our findings reveal that both species activated extensive and comparable brain networks when viewing ToM versus Random animations, suggesting that marmosets differentiate between these scenarios similarly to humans. While marmosets did not mimic human overall fixation patterns, their gaze behavior and neural activations indicate a distinction between ToM and non-ToM scenarios. This study expands our understanding of nonhuman primate cognitive abilities, shedding light on potential similarities and differences in ToM processing between marmosets and humans.

In our daily life, we often guess what other people are thinking or intending to do, based on their actions. This ability to ascribe thoughts, intentions or feelings to others is known as Theory of Mind. While we often use our Theory of Mind to understand other humans and interpret social interactions, we can also apply our Theory of Mind to assign feelings and thoughts to animals and even inanimate objects. For example, people watching a movie where the characters are represented by simple shapes, such as triangles, can still see a story unfold, because they infer the triangles' intentions based on what they see on the screen. While it is clear that humans have a Theory of Mind, how the brain manages this capacity and whether other species have similar abilities remain open questions. Dureux et al. used animations showing abstract shapes engaging in social interactions and advanced brain imaging techniques to compare how humans and marmosets ­ a type of monkey that is very social and engages in shared childcare ­ interpret social cues. By comparing the eye movements and brain activity of marmosets to human responses, Dureux et al. wanted to uncover common strategies used by both species to understand social signals, and gain insight into how these strategies have evolved. Dureux et al. found that, like humans, marmosets seem to perceive a difference between shapes interacting socially and moving randomly. Not only did their gaze linger longer on certain shapes in the social scenario, but their brain activity also mirrored that of humans viewing the same scenes. This suggests that, like humans, marmosets possess an inherent ability to interpret social scenarios, even when they are presented in an abstract form, providing a fresh perspective on primates' abilities to interpret social cues. The findings of Dureux et al. have broad implications for our understanding of human social behavior and could lead to the development of better communication strategies, especially for individuals social cognitive conditions, such as Autism Spectrum Disorder. However, further research will be needed to understand the neural processes underpinning the interpretation of social interactions. Dureux et al.'s research indicates that the marmoset monkey may be the ideal organism to perform this research on.

Developing Educational Animations on HIV Pre-exposure Prophylaxis (PrEP) for Women: Qualitative Study.

BACKGROUND: Despite experiencing the second-highest rate of HIV incidence in the United States, pre-exposure prophylaxis (PrEP) use remains low among Black women due, in part, to a lack of patients' awareness and providers' knowledge. OBJECTIVE: Our goal was to design animated educational tools informed by patients and women's health providers to address these barriers, specifically for women at risk for HIV. METHODS: Two animation storyboards about PrEP for women were created by academic stakeholders (eg, HIV clinical experts, educators, and HIV peer counselors), one for patients and one for providers. Four focus groups with community members from Baltimore, Maryland and four with women's health providers (eg, obstetrician/gynecologists, midwives, nurse practitioners, and peer counselors) at an academic center were conducted to discuss the storyboards. Transcripts were analyzed using conventional content analysis, and themes were incorporated into the final versions of the animations. RESULTS: Academic stakeholders and 30 focus group participants (n=16 female community members and n=14 women's health providers) described important themes regarding PrEP. The themes most commonly discussed about the patient animation were understandability of side effects, HIV risk factors, messaging, PrEP access, and use confidence. Provider animation themes were indications for PrEP, side effects, and prescribing confidence. CONCLUSIONS: We created two PrEP animations focused on women. Stakeholder feedback highlighted the importance of ensuring the understandability and applicability of PrEP educational materials while including necessary information to facilitate use or prescribing confidence. Both community members and women's health providers reported greater use confidence after viewing the animations.

Veterinary anatomy teaching from real to virtual reality: An unprecedented shift during COVID-19 in socially distant era.

Teaching Veterinary Anatomy in a virtual world is an utmost requirement of the ongoing era of COVID-19 pandemic. Due to sudden lockdown, all the educational institutes, professional medical and veterinary colleges were closed (except emergency services) and academic activities were suspended altogether. This situation was challenging as well as thought-provoking for various academicians and professors to rethink about the means to keep the conduit of imparting education unceasing. This review focuses on the virtual reality aids that are being adopted worldwide and the initiatives taken by academicians during this era to impart best practical anatomy lessons yet being in a socially distant world. However, during the lockdown and social distancing, face-to face interactions were not feasible, and therefore, number of distant learning methods were created on virtual platforms for continuing the process of teaching veterinary anatomy closer to reality available at their doorsteps where academic staff was actively involved to reconstruct and renovate resources, upgraded their digital competencies to develop new ways to shift from one on one and merged to remote online teaching, and anatomy teaching was transformed to an abrupt 'virtual mode'. Adopting virtual reality (VR) aids such as 3D animations, software packages, virtual dissections and E-museum serves as a great saviour throughout this unprecedented pandemic in a socially distant world to continue the teaching connexion.

A neophyte gonioscopist's animative and videographic atlas with focal points for effective practice.

BACKGROUND: Though various gonioscopy teaching platforms are available, they predominantly comprise of real time scenarios and videos. For a beginner, we suggest providing animations of the real time scenario for cognitive training; and then putting them in real time scenarios for a better concept application and practice. PURPOSE: This video highlights the basic tips and tricks needed to perform gonioscopy with metaphorical conceptual learning matching the 2D and 3D animations with real time scenarios. SYNOPSIS: Simple and practical scenarios with technical details on how to perform gonioscopy and various challenges are shown. All the animations and videos are created by us, tailored to a neophyte. The following concepts are covered: normal angle (animation versus real-time), dynamicity of the gonioscopic dates of person, methods of gonioscopy - direct and Indirect, precautions and slit lamp adjustment, bubble trouble, patient examination, iris process versus peripheral anterior synechiae (animation versus real-time), patient examination (angle viewing order) for different lens, how to remove gonioscopy lens from the eye, static versus dynamic gonioscopy, situations where gonioscopy is contraindicated, grading of the angle (with animations), clinical scenarios (pseudoexfoliation, pigment dispersion, angle recession and aniridia), and surgical scenarios (patent ostium and blocked ostium). HIGHLIGHTS: Multiple animations and real-time videos with focal points for effective practice are the highlights of this video. VIDEO LINK: https://youtu.be/fFmPmqgdjyM.

Study of the characteristics of ear animations used to convey information and emotion in remote communication without web camera.

The use of remote communication has grown globally due to the COVID-19 outbreak. In some remote communication, meeting participants use audio only with their web cameras turned off, resulting in a lack of exchange of nonverbal information. In this study, we defined an "ear animation" as an avatar composed of a simple face-like body with no facial features and ear-like parts coming out from this body which can be animated. The purpose of this study was to design the ear animation and evaluate user impressions of it as nonverbal information. While setting conveying information and conveying emotion as dependent variables, the independent variables we set in this study were three different conditions: when ear animations were presented with no sound, when ear animations were presented simultaneously with simple voice, when only voice was played, and three different kinds of content: "agreement", "skepticism", and "disagreement" conveyed from ear animations. Using Two-way ANOVA (repeated) with these variables, we conducted comparative analysis. The results showed that ear animations presented simultaneously with voice had the potential to be a new way of conveying nonverbal information by combining relevant ear animation movement forms.