Video materials require learners to manage concurrent verbal and pictorial processing. To facilitate second language (L2) learners’ video comprehension, the amount of presented information should thus be compatible with human beings’ finite cognitive capacity. In light of this, the current study explored whether a reduction in multimodal comprehension scaffolding would lead to better L2 comprehension gain when viewing captioned videos and, if so, which type of reduction (verbal vs. nonverbal) is more beneficial. A total of 62 L2 learners of English were randomly assigned to one of the following viewing conditions: (1) full captions + animation, (2) full captions + static key frames, (3) partial captions + animation, and (4) partial captions + static key frames. They then completed a comprehension test and cognitive load questionnaire. The results showed that while viewing the video with reduced nonverbal visual information (static key frames), the participants had well-rounded performance in all aspects of comprehension. However, their local comprehension (extraction of details) was particularly enhanced after viewing a key-framed video with full captions. Notably, this gain in local comprehension was not as manifest after viewing animated video content with full captions. The qualitative data also revealed that although animation may provide a perceptually stimulating viewing experience, its transient feature most likely taxed the participants’ attention, thus impacting their comprehension outcomes. These findings underscore the benefit of a reduction in nonverbal input and the interplay between verbal and nonverbal input. The findings are discussed in relation to the use of verbal and nonverbal input for different pedagogical purposes.

The Editors-in-Chief have decided that we will provide our much-cherished readers with an editorial every so often as a way of sharing insights from the “machine room” where so much of the thinking and work is done to publish the German Law Journal. We want to let you in on the ideas that are on our minds, share with you our observations, and include you in the conversations we are having that might be of interest to you. We begin this tradition with this issue, Volume 21 – Number 6. Andrew Hyde, a member of the editorial team with which the Journal has partnered at Cambridge University Press, as well as Russell A. Miller and Emanuel V. Towfigh, two of the Journal’s co-Editors-in-Chief, open our From the Headquarters Essay with a piece on the Journal’s experiences with and its further plans for making open-access (OA) publishing economically viable. Related to that theme, we also want to share news with you about the introduction of a voluntary article processing charge this fall. Finally, we want to draw your attention to a videos and podcasts service we will start to produce to accompany the scholarship published in the Journal as a way of promoting our authors’ work and expanding access to their ideas. If you are interested only in these latter initiatives, you can also read the short section in the GLJ Instructions for Authors.

Archaeologists have a responsibility to use their research to engage people and provide opportunities for the public to interact with cultural heritage and interpret it on their own terms. This can be done through hypermedia and deep mapping as approaches to public archaeology. In twenty-first-century archaeology, scholars can rely on vastly improved technologies to aid them in these efforts toward public engagement, including digital photography, geographic information systems, and three-dimensional models. These technologies, even when collected for analysis or documentation, can be valuable tools for educating and involving the public with archaeological methods and how these methods help archaeologists learn about the past. Ultimately, academic storytelling can benefit from making archaeological results and methods accessible and engaging for stakeholders and the general public. ArcGIS StoryMaps is an effective tool for integrating digital datasets into an accessible framework that is suitable for interactive public engagement. This article describes the benefits of using ArcGIS StoryMaps for hypermedia and deep mapping–based public engagement using the story of copper production in Iron Age Faynan, Jordan, as a case study.

A new computerized instrument (the Multimedia Behavioral Avoidance Test, or MBAT) for blood-injury-injection phobia (BII) assessment is presented. Analogous stimuli such as images and videos can also elicit anxiety responses; thus, they can be used for the assessment of phobia. The MBAT was applied to participants via computer, and subjective anxiety responses and time latency were recorded. The MBAT was composed of 30 original images and 30 videos related to blood, injury and injections. The MBAT was compared with other pencil-and-paper questionnaires for BII phobia, and heart rate was also measured with a pulsioximeter. The participants included 160 students and professionals (34.5% males, 65.6% females; mean 28.6 years old). The results showed a high reliability for internal consistency in images and videos (α = .98 both), with a single factor that groups all the items. In addition, the MBAT had high concurrent validity (r = .78 to .85) with the different anxiety scales compared. The MBAT diagnosed 12 participants with possible BII phobia. It is a useful instrument in the assessment of this kind of phobia because it is easier and quicker than pencil-and-paper questionnaires, it uses more objective measurements, and it is useful in planning subsequent exposure with images and videos.

A collective outreach approach is fundamental for a scientific project. The Green Edge Project studied the impact of climate change on the dynamics of phytoplankton and their role in the Arctic Ocean, including the impact on human populations. We involved scientists and target audiences to ensure that the communications strategy was in agreement with scientists and audience requirements. We developed websites (academic site and blogs and an educational platform). Then, we produced a 52-minute documentary, ‘Arctic Bloom’, and infographics were created to explain experiments on the ice. We also organised a photo exhibition and live videos that enabled primary school-age students to ask questions directly of scientists working on the research icebreaker. Finally, both students and professionals drew their own conception of Arctic science, and our social media sites reached diverse groups of people. The evaluation results showed a large number of education structures (approximately 8000 schools and 104 museums or educational organisations) engaged with our communications outputs and encouraging statistics about website visits (117 021 and 3739 visits on the blog and the YouTube channel, respectively). Selecting different, but intersecting techniques, to promote a better understanding of the science contributed to the success of the communication and outreach outputs of the 3-year project.

Cognitive-behavioural therapy (CBT) is an effective treatment for depressed adults. CBT interventions are complex, as they include multiple content components and can be delivered in different ways. We compared the effectiveness of different types of therapy, different components and combinations of components and aspects of delivery used in CBT interventions for adult depression. We conducted a systematic review of randomised controlled trials in adults with a primary diagnosis of depression, which included a CBT intervention. Outcomes were pooled using a component-level network meta-analysis. Our primary analysis classified interventions according to the type of therapy and delivery mode. We also fitted more advanced models to examine the effectiveness of each content component or combination of components. We included 91 studies and found strong evidence that CBT interventions yielded a larger short-term decrease in depression scores compared to treatment-as-usual, with a standardised difference in mean change of −1.11 (95% credible interval −1.62 to −0.60) for face-to-face CBT, −1.06 (−2.05 to −0.08) for hybrid CBT, and −0.59 (−1.20 to 0.02) for multimedia CBT, whereas wait list control showed a detrimental effect of 0.72 (0.09 to 1.35). We found no evidence of specific effects of any content components or combinations of components. Technology is increasingly used in the context of CBT interventions for depression. Multimedia and hybrid CBT might be as effective as face-to-face CBT, although results need to be interpreted cautiously. The effectiveness of specific combinations of content components and delivery formats remain unclear. Wait list controls should be avoided if possible.

In this second of a series of two articles, Daniel Bates considers some of the most popular online platforms which are available to host and promote audio and video content for purposes including knowledge-sharing, teaching, research dissemination, and profile-building.

In his first of two articles, Daniel Bates explains the process for creating high quality audio and video recordings to capture knowledge or experience in your organisation, either for internal or external consumption. The article arises from a paper delivered at the 2015 BIALL Conference. The second article will consider the online platforms which are available to host and promote such content.

Computers are becoming an affordable and effective tool for assisting with classroom instruction. This paper describes experiences utilizing a hypermedia presentation system for a farm management course. Some advantages as well as drawbacks and issues associated with using microcomputer-controlled hypermedia in the classroom are presented. Hopefully, readers will find some assistance in planning the design and implementation of such techniques for their own classes.

The potential use of computers and electronic technology have created considerable interest among educators in agricultural economics. This paper provides an overview of the use of electronic technology within agricultural economics curricula; examines areas in which technological development offers promise and examines issues associated with adoption of the technology.