Effectiveness of Teaching with Movies to Promote Positive Characteristics and Behaviors

Aspect-Based Sentiment Analysis of Online Reviews for Business Intelligence

COVID-19 pandemic has affected the patients to a large extent who are in immediate need of medical care. Now-a-days people rely on online reviews shared on review websites to gather information about hospitals like the availability of beds, availability of ventilators etc. However, these reviews are large in number and unstructured which makes it difficult to interpret them. Hence, the authors have proposed a methodology that will apply an aspect based sentiment analysis on the reviews to gain meaningful insights of the hospital based on different aspects like doctor, staff, facilities etc. For the purpose of empirical validation, a total of 26,071 reviews pertaining to 325 hospitals were scrapped. The authors concluded that the study can be useful for patients as it helps them to select the hospital which best suits them. The study also helps hospital administration to improve the current services according to needs of the patients.

Linking Positive Psychology and Intercultural Competence by Movies: Evidence From Brunei and Romania

Cultural consumption provides numerous benefits for individuals, especially for younger generations. Imaginary travel narratives can shape people's perceptions about other cultures thus are useful tools for developing intercultural competences. On the other hand, positive psychology provides an approach to understand different aspects of students/youngsters' wellbeing. This study investigates the wellbeing associated with learning the meanings of being different and growing in emotional resilience, flexibility, and openness to other cultures through movies. The positive psychology approach was used to examine the benefits of movie consumption in order to investigate the activation of five domains of wellbeing: positive emotions, engagement, relationships, meaning, and accomplishment (PERMA). The research methodology consisted of the experiment and questionnaire survey. The students' scores on the wellbeing and intercultural competences were measured before and after the intervention. The intervention consisted of sessions of watching two example movies, Eat Pray Love and Hotel Transylvania 2, and subsequent group discussions about the movies' respective messages. The participants' group was formed by 236 university students from Brunei and Romania, ages between 18 and 49years old. The results showed an increase in students' openness to other cultures and across some of the wellbeing PERMA dimensions. The study makes a theoretical contribution by connecting positive psychology and the intercultural competence constructs and the influences of movies.

Changes in character strengths after watching movies: when to use rasch analysis

Objective

Professionalism is a critical part of a medical education, and various activities have been proposed to enhance professionalism among medical students. Watching films is an activity to promote character related to professionalism. Limitation of such is a single group pre-posttest design raising concerns about the errors of measurement. The study aimed to demonstrate a method to deal with this design using Rasch analysis.

Results

This study used a pre-posttest design with 40 first year medical students. All participated in a 3-day activity that involved watching four selected movies: Twilight, Gandhi, The Shawshank Redemption and Amélie. These films offer compelling illustrations of the themes of self-regulation, humility, prudence and gratitude, respectively. All participants completed a 10-item composite scale (PHuSeG) addressing these themes before and after watching the movies. When determining who benefitted from the intervention, paired t-tests on the results of a Rasch analysis were used to evaluate changes between pre- and posttest. Using Rasch analyses, we could document the stability of the items from pre- to posttest, and significant changes at both the individual and group levels, which is a useful and practical approach for pre- and posttest design. Moreover, it helps validate the psychometric property of the instrument used.

Design and Validation of a Questionnaire to Measure Future Spanish Teachers’ Perceptions of Cinema in Pre-School and Primary Education: Towards Active and Technological Learning

State of the art: Cinema, because of the eclectic nature of art, technology and mass media, can be manifested as an educational tool in the classroom. In this sense, the educational possibilities detected in the cinema are numerous. The pre-service teacher education in the figure of the teacher determines their educational resources. Purpose: The general objective of this study is to design and validate an instrument to measure the perceptions of students of Pre-School Teacher Degree and Primary Teacher Degree in Spanish universities about cinema as a teaching resource in Pre-School and Primary Education. Design/methodology: For this purpose, a systematic and planned process was developed for the design and validation of the Percepciones sobre las potencialidades del cine como recurso didáctico en las aulas de Infantil y Primaria ((PECID) (perceptions about the potentialities of cinema as a didactic resource in pre-school and primary classrooms)) questionnaire. Main findings: The results obtained showed a good content validity of 25 items after an expert judgement. On the other hand, a reliability of the internal consistency of the instrument of 0.978 was obtained. Furthermore, a three-factor structure was confirmed through factor analysis. Conclusions: It is concluded that the PECID questionnaire is a valid and reliable instrument to measure the perceptions of future teachers in Spain about using cinema as a resource for future teaching.

Character strengths cinematherapy: Using movies to inspire change, meaning, and cinematic elevation

Good movies have the potential to capture a trifecta of meaning: they can be enjoyable, engaging, and empowering. In other words, we experience pleasure, focused attention and concentration, and are inspired toward the good or reach new insights into ourselves, others, or the human condition. Drawing on the rapidly emerging science in character strengths, areas of integration with cinematherapy are outlined and explored. A therapeutic change model for character strengths cinematherapy is discussed, with emphasis on the roles of cinematic elevation and cinematic admiration. Practical suggestions to help therapists match client goals, well-being areas, signature strengths, lower strengths, and psychopathology or problem areas are framed. While integration into large scale projects to impact social change is possible with character strengths cinematherapy, the starting point is helping therapists to use this approach with the client in front of them to promote that change one person at a time.