Current Issue : April-June Volume : 2026 Issue Number : 2 Articles : 5 Articles
Background: Exercise therapy is essential in managing rotator cuff-related shoulder pain. Multimedia tools may enhance adherence and engagement, but their added value over traditional materials remains uncertain. Objective: To compare an exercise program delivered through paper-based materials with or without addition of multimedia animations in individuals with rotator cuff-related shoulder pain. Method: A single-center open-label randomized clinical trial was conducted in [Blinded] between April 2023 and December 2024 Patients with rotator cuff-related shoulder pain were included. Both groups received seven face-to-face exercise sessions with a physical therapist and were randomized into receiving or not multimedia animations. The main outcome measure was Shoulder Pain and Disability Index at 6-week follow-up. Other outcomes were pain intensity (rest, during movement and at night), patients’ satisfaction, perceived improvement and expectations and patients’ adherence to the exercise program. Furthermore, patients’ perceived usability, usefulness and satisfaction with multimedia animations were also measured. Subjects were followed for 24 weeks. Adequate multilevel regression models were implemented. Results: A total of 154 subjects were included (80 in the control group and 74 in the experimental group). Both groups improved over time, but there were no significant between-group differences regarding Shoulder Pain and Disability Index, pain intensity, patients’ satisfaction, perceived improvement or expectations. Subjects showed a decrease in adherence to exercise over time, without significant between-group differences. Conclusions: The implementation of multimedia animations may not provide additional benefits when a well-designed paper-based program and therapist support are already established....
This work addresses the challenge of video semantic segmentation, a critical component in applications such as autonomous driving. The primary aim was to explore the role of temporal awareness in video sequences and its impact on split computing. To achieve this, we analyzed existing deep neural networks for semantic segmentation and their computational demands and proposed a split computing architecture that leverages high-accuracy segmentation results from a remote server to enhance performance on mobile devices. To validate the proposed approach, we developed and tested four U-Net modifications on the CamVid dataset. Our results demonstrate that incorporating segmentation masks from previous frames significantly improves accuracy in split computing scenarios. In particular, masks warped using optical flow yielded the best results, increasing segmentation accuracy from 81.1% to 84.1% with minimal additional computational cost. These findings highlight the potential of time-aware split computing to enhance video semantic segmentation performance in resource-constrained IoT environments....
Designing inclusive multimedia systems that meet diverse accessibility needs remains a complex challenge requiring iterative refinement and sustained collaboration with endusers. This paper presents an empirically grounded case study of an accessible Augmented Reality (AR) authoring tool project that integrates Design-Based Research (DBR) with Agile Scrum. By blending DBR’s iterative design experimentation with Scrum’s adaptive software development cycles, we designed and implemented a multimedia authoring tool for instructors with diverse accessibility needs. We document the best practices derived through iterative evaluation, such as early stakeholder involvement, the use of accessibility-focused user stories, and the alignment of research evaluation cycles with sprint reviews. The study also identifies key challenges, including balancing research and development goals, coordinating interdisciplinary roles, and maintaining an accessibility focus under compressed iteration cycles. We situate our contribution within prior DBR–Agile integrations, emphasizing its novelty in addressing inclusive system design rather than pedagogical interventions. The paper offers actionable insights and a validated methodological framework for human–computer interaction (HCI) researchers and practitioners seeking to design accessible multimedia systems by leveraging the complementary strengths of DBR and Agile Scrum....
This study examines the current Digital Transformation (DT) knowledge in higher education, focusing on mobile app usage among Generation I. It examines publication trends, influential works, intellectual structures, keyword trends, and network visualizations to provide a foundation for future research and practice. This study used bibliometric analysis to examine articles from the Scopus database published from 2014 to 2024. Using the PRISMA method, the authors identified the articles and bibliographic information in the database and utilized VOS viewer to produce mapping and graphical presentations. This study presents how DT in higher education through mobile apps has evolved between 2014 and 2024. Studies on DT in higher education saw an 86% increase in 2020, primarily due to the COVID-19 pandemic. The top journals, influential authors, and affiliated countries are identified. The United States leads in contributions to this field with 35 publications, accounting for 19% of the total, followed by China and the UK, which account for 9% and 7%, respectively. Several key research gaps are identified based on existing literature, and suggestions are made for future studies. By examining current and influential trends, this study contributes to the knowledge of digital transformation in higher education and offers insights for institutions seeking to enhance mobile-based support services....
Pedagogical theories suggest that effective multimedia can reduce extraneous cognitive load and help students create mental models of new learning. Theoretically derived and empirically supported design principles are widely assumed to improve learning outcomes, but most of the principles have been studied in relative isolation. This study was conducted as a strong test of multimedia design for learning controlling for content and pedagogy. We presented participants with short educational videos using three different multimedia formats: Rich multimedia, sparse multimedia, and no multimedia. Despite the strong theoretical and empirical foundations for this experiment, there was no significant effect of multimedia design on learning outcomes, F(2, 126) = 0.52, p = 0.60, ηp 2 = 0.008. Need for Cognition scores were measured and included as a covariate; however, they did not significantly predict performance across conditions, F(1, 63) = 0.25, p = 0.62, ηp 2 = 0.004. Contrary to expectation, multimedia design had no measurable impact on student learning. To account for this pattern, we introduce the Instructional Equivalence Hypothesis— the proposal that when content and pedagogy are effective and internally aligned, the format of multimedia presentation may be functionally interchangeable. This framework challenges a central assumption of the multimedia learning literature and invites a reevaluation of how design principles are theorized, tested, and applied in educational settings....
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