“…The study consisted of three study groups, Group 1- treatment along with PlayStation, Group-2 treatment along with comic group, and Group 3- control group (treatment without any entertainment). …”
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“…Research conclusions are as follows: (1) From the perspective of development trends: the scale expansion of China’s digital content industry has slowed down; short videos continue to increase; user value operation becomes a new test under routine pandemic prevention and control; the competitive landscape among sub-sectors tends to be stable; leading enterprises expand their business territory via investment, merger and acquisition (M&A) for the integration of upstream and downstream industrial chain. (2) From the results of investment value assessment and investment trends: live streaming and online games lead the way of investment forward in the digital content industry, thanks to their mature cash realization model and huge market space, with the investment value ranking rising to the top two; in the video field, vertical content creation of short video, online video-related intelligent technology and digital marketing are worthy of attention; and in the digital reading field, focus can be placed on original content creation and novel/comic reading platforms.…”
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“…We identified 10 primary intervention categories: parental and youth education; clinic outreach; quality improvement; health provider training; school-based education; technology interventions; cash incentives; home visits; comic books; community leaders education; and consent policy changes. …”
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“…Participants viewed a series of comic strip vignettes in the MRI scanner and were asked to choose the most logical end to the story from three alternatives, separately for trials involving physical and intentional causality. …”
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“…In 2012, learners from a local school developed a one-off theatrical production out of an educational comic book Carina’s Choice, developed by the South African Tuberculosis Vaccine Initiative in 2010. …”
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“…To increase cultural acceptability, we developed the CBT program using manga, a type of Japanese comic novel. METHODS: Participants included 19 non-demented PD patients who had depressive symptoms (GRID-Hamilton Rating Scale for Depression score ≥8). …”
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“…The participants were instructed to watch on-demand video clips and read the self-help guidebook and supporting comic strip weekly on the Internet or smartphone. …”
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“…INTERVENTIONS: Students received lessons about stroke featuring animated cartoons and were instructed to communicate their knowledge about stroke to their parental guardians using material (comic books) distributed in the lessons. Stroke knowledge (symptoms, risk factors and attitude towards stroke) and behavioural change for risk factors were assessed at baseline, immediately after the programme and at 3 months. …”
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“…We examined how disturbance of thought may relate to the referential function of language as expressed in the use of noun phrases (NPs) and the complexity of sentence structures. We used a comic strip description task to elicit language samples from 30 participants with schizophrenia (SZ), 15 with moderate or severe FTD (SZ + FTD), and 15 minimal or no FTD (SZ−FTD), as well as 15 first-degree relatives of people with SZ (FDRs) and 15 neurotypical controls (NC). …”
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“…Notably, the intervention was made approximately 30% shorter; it includes additional videos of content alongside the originally proposed comic book-style delivery; there is less emphasis on total inactivity as a symptom of low mood and more focus on enjoyable activities to lift mood; the story and ways to contact participants to provide support were updated in line with local gender norms; and many of the suggested or featured activities have been revised in line with suggestions from community members. …”
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“…METHODS: 30 Chinese elite male young soccer players were randomly divided into two groups: lecture group (N = 15, Age: 16.7 ± 1.8 years, Height: 173.9 ± 9.0 cm; Weight: 62.4 ± 13.0 kg; Training years: 5.6 ± 2.7 years) and non-lecture group (N = 15, Age: 16.8 ± 1.7 years, Height: 175.5 ± 7.9 cm; Weight: 62.5 ± 12.3 kg; Training years: 6.2 ± 3.3). The comics book was given to the non-lecture group, while the a four-week nutritional quality education along with comic books were given to the lecture group. …”
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“…RESULTS: We identified 24 Key Concepts that are important for children to learn. We developed a comic book and a separate exercise book to introduce and explain the Key Concepts to the children, combining lessons with exercises and classroom activities. …”
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“…To do so, we compared the performance of 86 children with autism spectrum disorder (ASD) and 68 typically developing (TD) children, all aged from 4 to 10 years old, on three SC tasks [the Social Information Processing Interview (SIPI), the Comic Strip Task (CST), and the children’s version of the Eyes Task] and calculated threshold scores that best differentiated the two groups. …”
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“…Whereas media narratives in the first period aligned with the genre of heroic adventure (suggesting a worthy battle, bravely fought), those of the second had characteristics of farce (something both comic and grotesque). We conclude that close reading of media narratives may surface potential misalignments between policy decisions and the context in which they must be implemented.…”
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“…METHODS: Large-scale multi-comic data were enrolled from the Cancer Proteome Atlas, the Cancer Genome Atlas and gene expression omnibus based on machining-learning methods. …”
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“…Analysis was based on the COMIC Model for the comprehensive evaluation of complex health care interventions and a grounded theory approach. …”
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“…Ten sectors were identified: Education, Audio-visual industries, Games and Apps, Media studies, Social sciences, Comic books, Social media, Music, Mental health, and Science and Technology. …”
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“…The motives were grouped and linked to the following 11 keywords (with decreasing frequency): letters/numbers, human, symbol (other), plant, symbol (religious), animal, object, fantasy/demon/comic, tribal/ornament/geometry, other, unrecognizable. …”
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“…We focus on the perceived functions and conditions of MAs’ successful use of humor as well as the role of humor styles (i.e., comic styles). Results indicate various functions of humor in MAs’ everyday work (e.g., soothing patients, coping with mistakes, fostering team cohesion, or promoting apprentices’ education) as well as different conditions for a successful use of humor (e.g., positive social basis, current well-being, and social sensitivity). …”
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