Squaring the Schaverien triangle

Supervision in art therapy is a relationship of learning. It provides opportunities for individuals less experienced in the field to reflect about their practicum work under the guidance of someone more experienced. This chapter covers the psychological effects of virtual art therapy interventions, such as through videoconferencing, which increased with the arrival of the COVID pandemic. It examines the complex ideas of virtual art psychotherapy and its virtual healing qualities since "[i]n analytical psychotherapy ... the main pivot of treatment is transference". Just as Schaverien describes the transference of past experiences as being made "live", the chapter describes how virtual art therapy is "live-online". The interaction with clients through virtual means provides the therapists with new opportunities, such as meeting clients in their own space or allowing a digital method, like the Zoom Whiteboard, for clients to create art without having to buy art materials. The use of the Schaverien Talisman and Scapegoat concepts can be applied in a more intimate way by meeting clients virtually at their own home. Thus, with the added virtual element to therapy, we are squaring the Schaverien triangle. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

An Examination on Operation Methods of AR Multi-Viewpoint Viewing System for Ohayashi

Japan is rich in cultural properties of great historical and artistic value, of which the most important are protected as nationally designated cultural properties. Intangible cultural properties are techniques that have been handed down from generation to generation, such as theater, music, and craft techniques. In Japan, where the population is aging rapidly, digital archiving is essential for the transmission of intangible cultural assets. In this study, we focused on the musical accompaniment of the Kanuma Imamiya Shrine Festival (Kanuma Autumn Festival), which is designated as a UNESCO Intangible Cultural Heritage and a nationally designated Important Intangible Folk Cultural Property. Although the Kanuma Autumn Festival had to be canceled last year due to the emergency declaration requested by the spread of coronavirus infection, the festival is still being carried on. In this study, we have developed multi-viewpoint viewing system for ohayashi content with the cooperation of the Kamifukatsu Music Preservation Society and evaluated the system through experiments with participants. As a result, we obtained positive feedback from the participants, while those who had experience with musical performances pointed out points that needed to be improved. The controller was used as a method of interaction with the contents, but other methods have not yet been compared. Therefore, we aim to support the inheritance of tradition and examine the most user-friendly interaction method in terms of operability. © 2023 SPIE.

Quarantine cinema: Teaching film directing during COVID-19

Adapting teaching methods for a digital classroom during COVID-19 presented specific challenges related to the embodied practice of film directing and working with actors. This article will discuss approaches employed by instructors at Toronto Film School in Canada to respond to these challenges. It will also describe examples of the student works produced within the physical and technological constraints of the government-mandated lockdown in Toronto during Spring 2020, a time period marked by generational civil rights activism on an international scale. By examining innovative student works in conversation with historically subversive cinematic movements, such as the French New Wave and Third Cinema, this article argues for curriculum adjustments to incorporate an augmented focus on personal and political filmmaking practices within the study of film directing. © Springer Nature Switzerland AG 2021. All rights reserved.

Who Needs Zoom? Female Arab Students' Perceptions of Face-to-Face Learning and Learning on Zoom

Zoom has been adopted by Al-Qasemi Academic College of Education as an alternative to face-to-face teaching/learning since the outset of COVID-19. The study explores female students' perceptions of social presence, social interaction, and satisfaction in Zoom learning compared to face-to-face learning, along with the overall factors shaping their perceptions. All 228 participants were female students who learned via Zoom during the pandemic for at least one semester before switching back to face-to-face learning. A mixed-method design was used in the study, which included a questionnaire to learn about students' perceptions and semi-structured interviews to gain in-depth understanding of the factors affecting their attitudes. The results indicate that students' perceptions of social presence, social interaction, and satisfaction tended to be higher for face-to-face learning than Zoom learning. They also suggest a significant relationship between the students' satisfaction and their perceptions of social presence and interaction. Furthermore, the students' degrees and majors seem to have had a significant bearing on their level of satisfaction with Zoom learning. Finally, the findings of the thematic analysis of the interviewees' responses show that there were other factors influencing the participants' perceptions. Thus, an informed combination of face-to-face and Zoom learning is encouraged as a sustainable solution to enhance student satisfaction.

The Psychodynamic Psychiatrist and Psychiatric Care in the Era of COVID-19.

Near the beginning of the COVID-19 pandemic, on April 13, 2020, about 50 members of the American Academy of Psychodynamic Psychiatry and Psychoanalysis convened through Zoom to talk about the impact of the pandemic on their practices, their patients, and themselves.∗ They offer their reflections through oral and written comments. Participants were encouraged to organize their contributions around the dimensions of administrative psychiatry, the structure of clinical care, the content of clinical care, the patients' reported personal experiences, and the psychiatrists' reported personal experiences. Themes identified and discussed are paradoxical separateness, seeking an optimal interpersonal distance, finding new idioms, reality and symbolism, and loss, mourning, and isolation. The views are noted to touch on only one point early in the arc of the pandemic. A significant body of personal commentary provides an understanding of the roots of themes likely to evolve as the pandemic progresses.

Global survey to assess preferences for attending virtual orthodontic learning sessions: Pre-webinar settings.

OBJECTIVES: To assess technical factors and audience preferences before attending orthodontic online learning activity, the demand for which increased dramatically in the era of the COVID-19 pandemic. DESIGN: Cross-sectional study. SETTING: Online survey. PARTICIPANTS: Global orthodontic residents and specialists. METHODS: A validated and anonymous survey comprising 17 online questions was sent to 3000 individuals. The data were collected three months later. Descriptive statistics and non-parametric tests were applied. RESULTS: The participants' response rate was 19.9%, with almost equal gender participation. Most of the responders were based in Asia (51.4%). Almost half of the participants were aged 25-35 years with less than 5 years of clinical experience. Regardless of the age, gender or global distribution, 57.3% of respondents opted to share limited personal information with the host. One-third of the respondents preferred receiving webinar reminders via email, ideally a day and/or one hour before the webinar, especially being exportable to their calendars. Age played a major role in shaping this trend, as young participants favoured the one hour (1-h) pre-webinar reminder more than other age groups (P=0.02). Receiving information about the speaker, learning outcomes and pre-webinar reading material (WRM) were preferable, particularly among young participants in comparison with the older age groups (P<0.05). Male participants from Asia and Africa preferred to attend online lectures during the mid-evening on weekends compared with women who were in favour of early evening sessions (P<0.05). CONCLUSION: It must be borne in mind during the interpretation of the results that the data were collected during the COVID-19 pandemic. It is important to take into consideration the gender, age, cultural background and level of experience while setting up virtual orthodontic learning sessions. Organisers need to tailor their events to meet the needs of the attendees.

An Asynchronous Curriculum: Learner Perspectives on Incorporating Asynchronous Learning Into In-Person and Virtual Emergency Residency Didactics.

Background  Didactic education in emergency medicine (EM) residencies has been impacted both by the advent of asynchronous learning and by the shift toward virtual, web-based conference education due to coronavirus disease 2019 (COVID-19). Studies have demonstrated the efficacy of asynchronous education, but few have explored resident opinions about how asynchronous and virtual modifications on conference impact their educational experience.  Objective This study aimed to evaluate resident perceptions of both asynchronous and virtual modifications to a historically in-person didactic curriculum. Methods This was a cross-sectional study of residents of a three-year EM program at a large academic center where a 20% asynchronous curriculum was implemented in January 2020. A questionnaire was administered online with questions assessing how residents perceived their didactic curriculum with regard to convenience, retention of information, work/life balance, enjoyability, and overall preference. Questions compared resident opinions of in-person vs. virtual learning, as well as how the substitution of one hour of asynchronous learning impacted residents' perception of their didactics. Responses were reported on a five-point Likert-type scale.  Results A total of 32 out of 48 residents (67%) completed the questionnaire. When virtual conference was compared to in-person conference, residents favored virtual conference with regard to convenience (78.1%), work-life balance (78.1%), and overall preference (68.8%). They favored in-person conference (40.6%) or felt that the modalities were equivalent (40.6%) with regard to retention of information and favored in-person conference with regard to enjoyability (53.1%). Residents felt that the addition of asynchronous learning to their curriculum increased subjective convenience, work-life balance, enjoyability, retention of information, and overall preference, regardless of whether synchronous conference was virtual or in-person. All 32 responding residents were interested in seeing the asynchronous curriculum continue. Conclusion EM residents value the addition of asynchronous learning to both in-person and virtual didactic curricula. Additionally, virtual conference was favored over in-person conference with regard to work/life balance, convenience, and overall preference. As social distancing restrictions continue to ease post-COVID-19 pandemic, EM residencies may consider adding or maintaining asynchronous or virtual components to their synchronous conference schedule as a means to support resident wellness.

Supervised interprofessional student pain clinic program - efficacy with the utilization of zoom.

Introduction: Current medical education curricula in pain management are insufficient to match the prevalence of chronic pain and the needs of patient populations. The Supervised Student Inter-professional Pain Clinic Program (SSIPCP) aims to train healthcare professional students to improve their abilities in chronic pain management in interprofessional (IP) teams. Due to the COVID-19 pandemic, Zoom was employed to allow the program to continue. In this study, survey data from students who participated during and before the COVID-19 pandemic were compared to determine if the program carried out via Zoom can maintain its effectiveness. Methods: Student pre- and post-program survey data were entered into Microsoft Excel spreadsheet and then graphed and analyzed with Sigma Plot. Surveys assessed knowledge in chronic pain physiology and management, attitude towards IP practice, and perceived team skills in the form of questionnaires and open-ended questions. Paired t-tests and Wilcoxon Signed-rank tests were used for two-group comparisons and two-way repeated ANOVA followed by the Holm-Sidak post-hoc tests were used for multiple group comparisons. Results: Overall, students continued to exhibit significant improvement in major areas assessed even with the use of Zoom. Strengths of the programs were also shared across student cohorts regardless of Zoom usage. However, despite their improvements, students who utilized Zoom stated that they would have preferred in-person program activities. Conclusion: Although students prefer in-person activities, the SSIPCP successfully trained healthcare students in chronic pain management and working in an IP team through Zoom.

Assessing the Zoom learning experience of the elderly under the effects of COVID in Hong Kong: application of the IPO model

PurposeThis study aims to investigate the perceptions of elderly learners in experiencing Zoom learning under the effects of COVID in the case of Hong Kong. Design/methodology/approachAn online survey and focus group interviews have been conducted with quantitative and qualitative approaches, respectively. The survey design was based on the input-process-output (IPO) model conceptual framework and used to assess students' perceptions regarding their Zoom learning experiences at the Elder Academy of Hong Kong Metropolitan University. Thereafter, selected students were invited to participate in focus group interviews to offer more in-depth comments for analysis purposes. Statistical Product and Service Solutions software and SmartPLS were used for data analysis of the survey, and content analysis was used to summarize opinions from the focus group interviews;thus, a comprehensive picture of elderly learners' learning experiences on Zoom is presented. FindingsAn overall positive perception was the result of elderly learners' Zoom learning journeys, particularly in the "input" and "process" stages of the IPO model. Yet, their perception of the "learning outcomes achieved" level in the "output" stage was lower among the rest, thus strongly affected by the factors of "interactions" and "teaching" experienced by elderly learners on Zoom. Although the perception of the youngest age group was more positive, none have agreed that Zoom learning was more favourable when compared with the traditional face-to-face mode. Originality/valueGiven Zoom as the short-term replacement option under the COVID pandemic, this study will provide recommendations for educators/institutions to improve their design of the whole learning process for elderly learners on the Zoom platform.

Leveraging Zoom Video-Conferencing Features in Interview Data Generation During the COVID-19 Pandemic

As the COVID-19 pandemic has triggered strict restrictions for traveling and face-to-face meetings, the utilisation of digitally-mediated communication tools to generate interview data in qualitative research during the pandemic was almost inevitable. Employing autoethnography as a research method, this chapter aims to narrate, analyse, and interpret the author's personal experiences generating interview data for a qualitative research project via Zoom video-conferencing during the pandemic. It presents several unique benefits of the use of video-conferencing technology that the author found, as well as some possible challenges that the author anticipated when using the technology. In addition, it also elucidates some distinctive platform-specific features of Zoom video-conferencing that the author utilised to maintain high-quality and secured digital interactions. The information contained in this chapter is significant for researchers who are considering utilising video-conferencing technology, especially Zoom, to generate interview data in the future. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Voting with Their Feet: Coronavirus Pandemic Refugees and the Future of American Cities

Paralleling crisis behavior in prior pandemics and continuing a contemporary migration trend already underway, wealthy individuals and families as well as remote workers in a host of other demographic groups are fleeing major, high cost, densely settled urban centers in response to the COVID-19 pandemic. These coronavirus pandemic refugees are relocating to less densely settled suburbs, exurbs, and rural areas-creating, in some instances, new "Zoom Towns.” The implications for the future viability of large cities are far ranging if, unlike prior pandemics, the social distance moves of coronavirus pandemic refugees and the aversion to dense urban living continue post-COVID-19. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Investigating Autistic Traits, Social Phobia, Fear of COVID-19, and Internet Use Disorder variables in the context of Videoconference Fatigue

In response to the coronavirus disease 2019 (COVID-19) pandemic, many individuals turned to synchronous online video communication technologies as a substitute for real-world face-to-face interactions. Evidence indicates that some users of such technologies show symptoms of exhaustion and fatigue during and after videoconferences – this phenomenon is referred to as Videoconference Fatigue (VC fatigue). Research characterizing the possible vulnerability factors for VC fatigue is still scarce and considered to be in its early stage. Contributing to closing this gap in the existing literature is the motivation for the present study. Survey data was collected from 311 German-speaking participants to explore the relationships of VC fatigue with several psychological factors including autistic traits, social phobia, Fear of COVID-19, tendencies towards Internet Use Disorders (IUD tendencies), and Fear of Missing Out (FoMO, trait and state variables). Results showed that VC fatigue was significantly positively correlated with all of these psychological factors, and mediation analyses provided further evidence for the positive association between autistic traits and VC fatigue. Specifically, the relationship between autistic traits and VC fatigue was mediated by Fear of COVID-19 and IUD tendencies rather than social phobia, with the latter being a preregistered hypothesis. This study adds to the literature by revealing several possible vulnerability factors associated with VC fatigue. In essence, the present work sheds light on the complex association between autistic traits and VC fatigue. We discuss the implications of our study as well as its limitations and potential avenues for future research.

Virtual reality against Zoom fatigue? A field study on the teaching and learning experience in interactive video and VR conferencing.

Aim: During the COVID-19 pandemic, the absence of in-person teaching was partially compensated for through videoconferencing. However, lecturers complain that students do not participate actively in video-based online seminars. One reason cited for this is Zoom fatigue. Conferences in virtual reality (VR), accessible with and without head-mounted display, represent one potential remedy to this issue. The research to date does not shed any light on the (1.) teaching experience, (2.) student demand, (3.) learning experience (including participation and social presence), and (4.) learning performance (declarative and spatial) associated with VR conferences. The present work will compare these aspects for videoconferencing, independent study, and - in the case of teaching experience - with in-person teaching. Methods: A compulsory seminar in General Physiology was offered during the 2020/21 winter semester and the 2021 summer semester as part of the Human Medicine program at the Faculty of Medicine at Ulm University. The seminars were offered in three different formats with identical content: (a) VR conference, (b) video conference, and (c) independent study, with students selecting the format of their choice. In the VR conferences, the lecturer taught using a head-mounted display while students participated via PC, laptop, or tablet. The learning experience and learning performance were assessed using questionnaires and a knowledge test. A semi-structured interview was conducted to assess the VR teaching experience. Results: The lecturer's teaching experience in the VR conferences was similar to in-person teaching. Students predominantly chose independent study and videoconferencing. The latter resulted in worse outcomes with regard to learning experience (including participation and social presence) and spatial learning performance than the VR conferences. Declarative learning performance differed only slightly between teaching formats. Conclusions: VR conferencing offers lecturers new didactic opportunities and a teaching experience similar to that of in-person teaching. Students prefer time-efficient videoconferencing and independent study, but rate participation and social presence, among other things, higher in VR conferencing. If faculty and students are open to the technology, VR conferencing can promote interactive exchange in online seminars. This subjective assessment is not associated with better declarative learning performance.

Zoom dysmorphia in e-teaching: shifting the value from attributes to appearance.

The current study is motivated by Tory Higgins's self-discrepancy theory and the objectification theory. It aimed to investigate university staff members' perspectives towards zoom dysmorphia while involved in e-teaching during the Covid-19 Pandemic in terms of its popularity, causes, and instructors' experiences with the healing or eliminating mechanisms. Put simply, the researchers meant to identify the impact of the pandemic on body image and the long-term repercussions of e-teaching on instructors' quality. A descriptive online questionnaire was compiled to explore the way (630) university staff members having academic and academic/administrative positions evaluate, perceive, and handle zoom dysmorphia while teaching online. The study results showed several associations between the variables studied. Gender was significant because females proved to have more features of dysmorphia; faculty members who serve in scientific faculties also proved to expect more features of dysmorphia as they tended not to turn on their cameras. The study results also showed that sufferers of zoom dysmorphia warranted that their appearances occasionally made them feel insecure and occupationally unstable. Therefore, they tried different healing mechanisms to eliminate or, at least, reduce its traits. The study concluded that the prevalence of zoom dysmorphia may result in shifting the value from good, effective attributes (e.g., professionalism, adaptability, collaboration, empathy, and patience) of instructors to merely outside physical appearances. The researchers recommend that educators should elicit the presence of zoom dysmorphia at an early stage. They should prepare courses to improve instructors' self-confidence, and provide them with proper technical experience.

Zoom-ing Past "the New Normal”? Understanding Students' Engagement with Online Learning in Higher Education during the COVID-19 Pandemic

Although higher education institutes were the early adopters of remote learning through virtual, synchronous classrooms during the pandemic, the efficacy of this medium has received mixed reactions. Engaging online learners still remains a major challenge for instructors and institutions in general. Amidst variety of distractions at home, achieving positive learning outcomes and student engagement during the class is imperative for a quality learning experience. Achieving the same level of success with online learning requires overcoming the barriers of the modality while promoting collaboration, discussion and engagement, which encapsulate the essence of a great learning ecosystem. This demands our attention to acquire a comprehensive understanding of student engagement with online learning. Hence, the present chapter aims to provide a holistic view of student engagement from a stakeholders' perspective. The framework offers practical and actionable insights into the key stakeholders in enhancing students' engagement and offering quality online education during and post pandemic periods. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Validity and reliability of the Thai version of the Zoom Exhaustion and Fatigue Scale (ZEF-T)

Objective: Overuse of video conferencing during the COVID-19 pandemic may contribute to the new mental health problem called 'Zoom fatigue'. This study examined convergent validity, factor validity, internal consistency and test-retest reliability of the Thai version of the Zoom Exhaustion & Fatigue Scale (ZEF-T). Method(s): The participants were 386 medical students from Thammasat University. Convergent validity was based on comparing ZEF-T scores with the Maslach Burnout Inventory-Student Survey (MBI-SS). Confirmatory factor analysis (CFA) was done to examine factor validity. Test-retest reliability was evaluated in 25 participants using intraclass correlation coefficient (ICC) and Bland-Altman plot. Result(s): The ZEF-T demonstrated a positive correlation with emotional exhaustion of MBI-SS. (r = 0.42, p < 0.001). The CFA showed a satisfactory fit and supported the five-factor model with acceptable fit statistics. All items had factor loading of more than 0.7. Internal consistency and test-retest reliability of the total ZEF-T scores was excellent with the alpha of 0.93 and ICC 0.94 (p < 0.001), respectively. Conclusion(s): The ZEF-T was shown to be a valid and reliable assessment for measuring zoom fatigue in Thai university students.Copyright © 2023 IACFS/ME.

Improved Zoom engagement by adopting flipped class strategies to the curriculum of a Biology of Aging course during the Covid-19 pandemic.

During the pandemic, a 4th year course: Biology of Aging was modified with extensive flipped classroom strategies to promote better student engagement. By utilizing the strength of the Zoom video conferencing platform students were able to have meaningful in-class experiences that promoted engagement and learning. This was further enhanced by shifting traditional lectures to a pre-recorded format to act as resources and promoting forum discussions outside of class times using the course management system (Brightspace). These changes influenced the satisfaction and benefited the student experience. Shifting to active student-centered learning and facilitation led to a dynamic well received teaching environment. The one trade off being that students needed to produce content every week, which was perceived as a heavy but manageable workload by many in the course. These changes can be used as a format for other online courses.

'Gregor, are you Unstable? Check your Bandwidth horizontal ellipsis ': Adapting Kafka for Zoom in Hijinx Theatre's Metamorphosis

First performed live via Zoom in August 2020, Hijinx Theatre's Metamorphosis was overtly tied to the cultural moment of the COVID-19 pandemic, offering a sense of shifting between perspectives on reality in its adaptation of Franz Kafka's 1915 novella. The production itself appeared to be in a continual state of transformation: it shifted between scenes adapted from the novella, 'behind-the-scenes' vignettes in which the cast played fictionalised versions of themselves, and interactive interludes hosted by a compere-like character known as 'the barman'. This article explores the effect of adapting Kafka's story for the world of 2020 not only through the innovative ways in which Hijinx engaged with Zoom performance through their production at a time when experimentation with the platform as a theatrical space/medium was still very much in its infancy;but also through the manner in which the company adapted Kafka's novella to reflect the cultural moment of the early months of lockdown. In doing so, this article considers the ways in which Hijinx's Metamorphosis mercurially embodied both the hopelessness of life at the height of lockdown, and the optimism of being able to emerge from the tragedy and loss of the pandemic into a world with renewed hope.

Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering

The COVID-19 pandemic necessitated a systematic change in course modalities due to the nationwide suspension of in-person instruction, resulting in the transition to emergency remote distance learning via Zoom. This transition certainly facilitated affordances of flexibility and continuity, but with it brought issues of unfamiliarity, lack of confidence, anxiety, distractions, and validity from both the instructors and the student perspectives. This in situ study aimed to better understand the students' learning experiences with Zoom by assessing the social, cognitive, and behavioral factors influencing learner's mind-wandering and its effect on online engagement. Undergraduate students from 14 classes across two research institutions in California (N = 633) were recruited to participate in an online survey while distance learning through a pandemic. Structural equation modeling was used to conduct a path analysis to explain the factors impacting students' online engagement mediated by students' frequency to mind-wander. Study findings revealed that (1) self-efficacy and trait anxiety had significant direct effects on students' mind-wandering;(2) self-efficacy, trait anxiety, task-value beliefs, and mind-wandering had significant direct effects on students' online engagement;and finally (3) the frequency of students' mind-wandering partially mediated the relationship between self-efficacy and engagement and between trait anxiety and engagement. Identifying these structural relationships further confirmed our hypotheses on sources contributing to students' mind-wandering while learning remotely, provided insights into potential mechanisms underpinning students' online engagement, and suggests practical pedagogical learning experience design recommendations for instructors to immediately implement while teaching and learning with Zoom..

ZOOM FATIGUE IN PAKISTANI UNIVERSITY TEACHERS

Zoom fatigue is defined as the tiredness, worries, or exhaustion that is caused by over use of computer-generated ways of communication. The present investigation focused on exploration of phenomenon of zoom fatigue in University Teachers. Qualitative research design followed by thematic analysis technique was core paradigm of the study. Data collection was carried out from Universities of Faisalabad, Sargodha and Lahore districts of Punjab province of Pakistan. The purposive sample comprising of participants (N=20) participant who taught at university level with only zoom platform were included. A semi-structured interview based questionnaire was used to collect the data. In thematic analysis, 07 themes and 23 sub-themes were emerged. Themes appeared in the study include zoom utilization challenges, physical health issues, psychological concerns, connectivity fret, home life opinion and social life disturbances and on-campus classe preferences. In Pakistan, zoom has been seen as less effective mode of learning particularly for poor signal coverage area inhabitants. However, this study has brought attention to certain recognised aspects, such as internet and health and mental health-related issues.