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Through an analysis of a demonstration video presenting a new national e‐health portal, this paper aims to explore the assumptions and limitations of the concept of “script” and suggests a different approach to analysing the moral order of technology design.

The paper reviews the work of authors who have written about scripts and scripting, and thereafter analyses a demonstration video with a particular user script. Based on the analysis of the video coupled with material from interviews, observation and analysis of other representations, the paper examines the transformative potential of the portal presentation for reconfiguring relationships between citizens, health care systems, and information and communication technology (ICT). The analysis is guided by Haraway's notion of diffraction.

The analysis demonstrates the particular way in which the user is scripted in an e‐health demo, as a manager of his own health and, consequently, as a good citizen. This is a kind of script that does not directly groom its user, as implied in the notion of script, but rather figures up a probable future user in order to create and manage strategic partnerships that may secure the future of the technology and organisation behind it.

The paper extends the script metaphor beyond a limited designer‐technology‐user configuration and argues that scripts in the paraphernalia of technologies also can and should be “de‐scribed” in understanding the making of the technology and the distributed networks of actors involved.

The paper is a contribution to the discussion on inscriptions in technology and the politics of technology design. Its originality lies in the combined use of notions of script and making things public. Empirically it contributes to the discussion of transformed patient identities following in the wake of implementation and use of ICT in the health care sector.

Starting from the identification of some theoretically driven instructional principles, this paper presents a set of empirical cases based on strategies to learn from errors. The purpose of this paper is to provide first evidence about the feasibility and the effectiveness for learning of video-enhanced error-based strategies in vocational education and training.

Four different cases are presented. All of them share the same design-based research perspective, in which teachers and researchers co-designed an (iterative) intervention in the field. Two cases are preliminary investigations, while the other two profit from a quasi-experimental design with at least one experimental condition based on error treatment and a control group.

The four cases show the effectiveness of learning from error (and from error analysis). More specifically, they show the validity and flexible adoption of the specific instructional principles derived from the literature review: the use of inductive strategies and in particular, of worked-out examples; the reference to a concrete, possibly personal, experience for the analysis task; the use of prompted writing to elicit self-explanations and reflection; and the use of video for recording and annotating the situation to be analysed.

The four cases constitute only a starting point for further research into the use of errors for procedural learning. Moreover, the cases presented are focused on learning in the domain of procedural knowledge and not in that of declarative knowledge. Further studies in the vocational education and training sector might serve this research area.

The paper provides concrete indications and directions to implement effective instructional strategies for procedural learning from errors, especially within vocational education.

Errors are often identified with and attributed to (individual) failures. In both learning institutions and the workplace, this can engender an intolerant and closed climate towards mistakes, preventing real professional development and personal growth. Interventions on learning from errors in schools and workplaces can play a role in changing such a culture and in creating a tolerant and positive attitude towards them.

The majority of studies about learning from errors are focused on disciplinary learning in academic contexts. The present set of cases contributed to filling in the gap related to initial vocational education, because they deal with learning from errors in dual vocational training in the field of procedural knowledge development. Moreover, a specific contribution of the presented cases relies on the use of video annotation as a support that specifically enhances error analysis within working procedures.

The purpose of this paper is to propose an indexing and teaching focus mining system for lecture videos recorded in an unconstrained environment.

By applying the proposed algorithms in this paper, the slide structure can be reconstructed by extracting slide images from the video. Instead of applying traditional shot‐change detection methods for general videos, a new edge‐based shot‐change detection algorithm is designed specifically for lecture videos. Besides, light influence and occlusions in the lecture video can be removed to obtain more accurate results. Moreover, the teaching focus can be extracted according to instructors' behavior based on the analyses of visual and audio information extracted from the lecture video.

Experiment results show the feasibility of the proposed method, that is, the slide shots can be correctly detected even if the illumination conditions are variant or the slides are obstructed by the instructor or students, and the teaching focus can be extracted to provide learners with an efficient way to study.

This paper provides only technical experiments, but lacks complete educational study. In the future, more subjective tests will be designed to examine the educational effects on students.

This paper proposes a practical indexing and teaching focus mining system for lecture videos which can help students learn.

The proposed algorithms for indexing and teaching focus mining are derived and applied in lecture videos in this paper.

Micro-video platforms have gained attention in recent years and have also become an important new channel for merchants to advertise their products. Since little research has studied micro-video advertising, this paper aims to fill the research gap by exploring the determinants of micro-video advertising clicks. We form a micro-video advertising click prediction model and demonstrate the effectiveness of the multimodal information extracted from the advertisement producers, commodities being sold and micro-video contents in the prediction task.

A multimodal analysis framework was conducted based on real-world micro-video advertisement datasets. To better capture the relations between different modalities, we adopt a cooperative learning model to predict the advertising clicks.

The experimental results show that the features extracted from different data sources can improve the prediction performance. Furthermore, the combination of different modal features (visual, acoustic, textual and numerical) is also worth studying. Compared to classical baseline models, the proposed cooperative learning model significantly outperforms the prediction results, which demonstrates that the relations between modalities are also important in advertising micro-video generation.

To the best of our knowledge, this is the first study analysing micro-video advertising effects. With the help of our advertising click prediction model, advertisement producers (merchants or their partners) can benefit from generating more effective micro-video advertisements. Furthermore, micro-video platforms can apply our prediction results to optimise their advertisement allocation algorithm and better manage network traffic. This research can be of great help for more effective development of the micro-video advertisement industry.

This paper aims to use a video‐taped fragment of conduct and interaction in a museum to illustrate the analysis of visitors' interactionally produced response to works of art.

The method draws on ethnomethodology and conversation analysis to investigate the social and sequential organisation of people's action and interaction. The fragment discussed as part of this paper sheds light on the social and interactional production of people's response to and experience of exhibits.

The detailed analysis of one video‐fragment illustrates how the analysis progresses from an inspection of the sequential organisation of talk to an examination of the sequential organisation of verbal, visual and bodily conduct. The analysis also makes a small substantive contribution to current debates on people's experience of artwork in museums. In particular, the findings suggest that the experience of works of art is not a subjective and cognitive response to the objects, but arises in and through socially organised, embodied practices at the exhibit‐face.

The paper discusses an innovative way to analyze video‐data, and makes a contribution to the growing body of research in arts marketing and museum marketing on the exhibition floor.

Purpose – This chapter provides the reader with an overview of a reflective video pedagogy for use within a literacy center or within professional development contexts. The conceptual overview is followed by two-case examples that reveal how literacy centers can serve as rich, productive research sites for the use and study of reflective video pedagogy.

Methodology/approach – The authors describe their ongoing work to develop and integrate a reflective video pedagogy within a literacy center during a 15-week practicum for literacy-specialists-in-training. The reflective video pedagogy is not only used by the clinicians who work with struggling readers twice a week, but it is also used by the researchers at the literacy center who study the reflective video pedagogy through the same video the clinicians use.

Practical implications – Literacy centers are dynamic sites where children, families, pre/in-service teachers, and teacher educators work together around literacy development. Reflective video pedagogies can be used to closely examine learning and teaching for adult students (i.e., clinicians) and for youth (i.e., children in elementary, middle, and high school) and also for parents who want their children to find success with literacy.

Research implications – In recent years “scaling up” and “scientific research” have come to dominate much of the literacy research landscape. While we see the value and necessity of large-scale experimental studies, we also posit that literacy centers have a unique role to play. Given that resources are scarce, literacy scholars must maximize the affordances of literacy centers as rich, productive research sites for the use and study of a reflective video pedagogy.

Social media platforms facilitate brand-consumer interactions by leveraging principles from nudging, value co-creation and social identity theories. This study aims to investigate how these interactions mask harmful practices and accelerate market access, perpetuating extreme consumerism. Specifically, the authors explore how value flow on social media, across distinct stakeholders, leads to value co-washing, revealing their collective unsustainable behaviours and related effects.

The authors use a mixed-methods approach, conducting content and sentiment analysis on nine TikTok videos featuring products from a leading Chinese company and analysing 19,816 user comments.

The value co-washing framework is developed across three building blocks: brands, creators and users. Findings uncover a paradigm shift in stakeholders’ dynamics, highlighting how social media collaborative engagements foster value co-washing. User involvement is categorized into three distinct clusters – brand lovers, saga creators and boycotters. The analysis identifies nine thematic patterns, including value co-creation, brand promotion, audience retention and calls for responsibility. Sentiment analysis reveals a dominance of neutral sentiments, reflecting a widespread unawareness and social adherence to value co-washing.

The proposed framework innovatively maps how distinct stakeholders contribute to extreme consumerism through value co-washing, providing foundational insights into the underlying mechanisms of consumer behaviour.

The body of scholarship on YouTube is an expanding area of scholarly inquiry. Existent research indicates that music videos are one of the most salient features of YouTube. Interactionist research about popular music has provided important insights through interviews with fans and audience members; however, this work has yet to examine audience engagement with music videos on YouTube. Using Qualitative Media Analysis, I illustrate how the researcher of popular music can work with user comments collected from YouTube. Thematic understandings largely consistent with nostalgia that emerged from an analysis of user-generated comments in response to selected music videos on YouTube are explored. I conclude by suggesting some directions for future research.

This study aims to reveal the effect of comment interactions on video engagement of users in video-sharing platforms.

The authors collected 87,232 comments on 647 videos of Korean beauty creators on YouTube and conducted a social network analysis and a hierarchical regression analysis.

The results present that the more evenly interactive participants write and receive replies in the comments section, the more users' video engagement increases. The more creators reply to user comments and the more reactions they present, the more video engagement increases. Additionally, the influence of the creator's interaction on user engagement increased as the number of commenting participants decreased.

This study has implications for platform operators regarding comment section design and proposes interaction strategies for content creators to induce users' video engagement.

Compared to previous studies, this study empirically verifies the influence of interactions on video-sharing platforms in detail by confirming the influence of user interaction structures and creator's participation in the interaction on video engagement.

This study aims to explore students’ interests in multimodal texts by focusing on videos of social issues.

Data from 50 students in a first-year multilingual composition course were analyzed in two phases. Phase One examined 14 students’ reasons for self-selecting videos for multimodal analysis essays in one section of the course. Phase Two explored 50 students’ selected videos in four sections of the course across four semesters. The videos were classified as either problem- or solution-oriented to examine the students’ interests.

Analyzing the students’ responses in Phase One revealed that most of the selected videos included solutions to a social problem, and the students advocated the compelling ways in which the characters therein dealt with those problems. The findings for Phase Two revealed that the students’ selections were equally divided between problem- and solution-oriented videos. Nevertheless, a gradual increase in the selection of solution-oriented videos was observed over time.

A significant implication of this study is that it can help teachers expand their understanding of interesting and meaningful texts and make more engaging and effective instructional decisions.

The study contributes to the literature on text selection as it highlights students’ inclination toward what type of learning content interests them.