Audio Description for Educational Videos on COVID-19 Response:A Corpus-Based Study on Linguistic and Textual Idiosyncrasies

Audio description(AD),unlike interlingual translation and interpretation,is subject to unique constraints as a spoken text.Facilitated by AD,educational videos on COVID-19 anti-virus measures are made accessible to the visually disadvantaged.In this study,a corpus of AD of COVID-19 educational videos is developed,named“Audio Description Corpus of COVID-19 Educational Videos”(ADCCEV).Drawing on the model of Textual and Linguistic Audio Description Matrix(TLADM),this paper aims to identify the linguistic and textual idiosyncrasies of AD themed on COVID-19 response released by the New Zealand Government.This study finds that linguistically,the AD script uses a mix of complete sentences and phrases,the majority being in Present Simple tense.Present participles and the“with”structure are used for brevity.Vocabulary is diverse,with simpler words for animated explainers.Third-person pronouns are common in educational videos.Color words are a salient feature of AD,where“yellow”denotes urgency,and“red”indicates importance,negativity,and hostility.On textual idiosyncrasies,coherence is achieved through intermodal components that align with the video’s mood and style.AD style varies depending on the video’s purpose,from informative to narrative or expressive.

Educational Videos Subtitles’Summarization Using Latent Dirichlet Allocation and Length Enhancement

Nowadays,people use online resources such as educational videos and courses.However,such videos and courses are mostly long and thus,summarizing them will be valuable.The video contents(visual,audio,and subtitles)could be analyzed to generate textual summaries,i.e.,notes.Videos’subtitles contain significant information.Therefore,summarizing subtitles is effective to concentrate on the necessary details.Most of the existing studies used Term Frequency-Inverse Document Frequency(TF-IDF)and Latent Semantic Analysis(LSA)models to create lectures’summaries.This study takes another approach and applies LatentDirichlet Allocation(LDA),which proved its effectiveness in document summarization.Specifically,the proposed LDA summarization model follows three phases.The first phase aims to prepare the subtitle file for modelling by performing some preprocessing steps,such as removing stop words.In the second phase,the LDA model is trained on subtitles to generate the keywords list used to extract important sentences.Whereas in the third phase,a summary is generated based on the keywords list.The generated summaries by LDA were lengthy;thus,a length enhancement method has been proposed.For the evaluation,the authors developed manual summaries of the existing“EDUVSUM”educational videos dataset.The authors compared the generated summaries with the manual-generated outlines using two methods,(i)Recall-Oriented Understudy for Gisting Evaluation(ROUGE)and(ii)human evaluation.The performance of LDA-based generated summaries outperforms the summaries generated by TF-IDF and LSA.Besides reducing the summaries’length,the proposed length enhancement method did improve the summaries’precision rates.Other domains,such as news videos,can apply the proposed method for video summarization.

Effects of Video Combined with the Teach-Back Method on the Respiratory Function Exercise of Patients Undergoing Thoracotomy

Objective: To explore the effect of video combined with the teach-back method on respiratory function exercise in patients undergoing tumor thoracotomy. Methods: Eligible patients undergoing thoracotomy for tumor were selected from the thoracic surgery at a level-A tertiary hospital between August 2021 and December 2021 and included in the control group and the observation group (40 patients in each group). To prevent two groups of patients from interacting with each other, the thoracic surgery ward I was distinguished as the control group, which was adopted by the routine instruction. Based on routine instruction, the thoracic surgery ward II conducted respiratory function exercise instruction by video combined with the teach-back method to compare the two groups’ compliance with respiratory function exercise, complication rates, and patient satisfaction. Results: The patient compliance with respiratory function exercise in the observation group was significantly higher (P < 0.05) and the rate of pulmonary complications in the observation group was lower (P < 0.05) than that in the control group, while the observation group had a high level of satisfaction (P Conclusion: Taking video combined with the teach-back method, an effective health education method, can improve the compliance of the respiratory function exercise of patients undergoing thoracotomy for tumor and promote the recovery of pulmonary function to reduce the incidence of postoperative pulmonary complications so as to improve patient satisfaction.