Domain: Humanities and Social Sciences — Education
Target concept: The visual characteristics discussed: students are seated in groups, facing their group members.

Video generation prompt: This video demonstrates students engaging in group discussion-based learning in the classroom.

Evaluation guide:
(i) Target concept: Collaborative knowledge construction via face-to-face group discussion in a formal classroom.
Minimum mechanism: Students must be co-located in stable, bounded groups; must orient bodies and attention toward group members; and must produce observable, reciprocal interaction cues, all necessary for pedagogical validity of discussion-based learning.
(ii)Storyline: [Phase 1] Camera establishes static medium-wide classroom view showing table clusters. [Phase 2] Focus stabilizes on ≥2 clearly separated groups; students seated, facing inward. [Phase 3] Within each group, ≥2 students simultaneously initiate discussion cues (mouth opens + eyes meet + torso leans forward). [Phase 4] Cues persist synchronously for sustained duration, with no competing individual behaviors. [Phase 5] All groups maintain this configuration until video end: no deviation in orientation, grouping, or interaction mode. Perspective remains fixed; no zoom/pan; all students fully visible above waist; occlusions prohibited.

Manual:
Experimental Procedure
1. Students sit at classroom tables arranged in small clusters (3–5 per group).
2. Each student faces at least one peer within their group.
3. Students engage in reciprocal verbal/nonverbal discussion (e.g., speaking, gesturing, nodding, mutual gaze).
Observation of Experimental Phenomena
- Multiple distinct student groups visible, each with ≥2 students oriented face-to-face.
- Synchronous discussion cues (open mouth + eye contact + forward lean) observed across groups.
- No individual works alone or faces outside their group.
Summary of Experimental Principles
Group discussion-based learning requires physical co-location, mutual orientation, and reciprocal interaction — core conditions for collaborative knowledge construction in humanities/social sciences education.

Prompt Grounding rubric:
level_1: No classroom setting is shown; no students appear on screen; there is no arrangement of desks or students into clusters; no student is turned to face another student; the scene bears no visible relation to a group discussion classroom.
level_2: A classroom with desks or tables is shown, but either no students are visible or only a single student is visible; or students are visible yet seated individually rather than clustered into groups; or all students face the same direction (e.g., toward a whiteboard or teacher) rather than toward each other.
level_3: Students are seated in a classroom desk arrangement that forms at least 2 clearly separated clusters, matching the minimum mechanism of the guide (≥2 groups); within at least one cluster, at least 2 students are turned to face each other; a single seated student is never mislabeled as a 'group', and back-to-back students are never described as 'facing' each other.
level_4: Every visible desk cluster contains at least 2 students seated with torso and face turned toward each other; the clusters are visibly separated by gaps between desks or open floor, with no cluster overlapping another; no student sits isolated outside any cluster; no student in any cluster turns their back to their groupmates during the visible footage.
level_5: Every student on screen belongs to exactly one desk cluster, each cluster contains 3-5 students, and every student keeps torso and face turned toward at least one other student in their own cluster for as long as that student remains visible on screen; no desk, chair, or classmate ever blocks the camera's view of a cluster's face-to-face orientation.

Scientific and Causal Correctness rubric:
level_1: None of the visible students show any sign of talking with each other: no mouth opens, no hand gesture is made, no student leans toward a groupmate, and no two students share a gaze toward each other or toward a shared object; instead students sit motionless, look at phones, or work silently and separately.
level_2: An isolated, one-sided behavior appears (for example a single student raises a hand toward the front of the room, or writes alone in a notebook) while the rest of that student's cluster sits with closed mouths, arms folded, and eyes fixed elsewhere, so no back-and-forth exchange is visible within any cluster.
level_3: In at least one cluster, at least 2 students show a matching pair of discussion cues at the same moment (both mouths open in speech, or both make a hand gesture, or both nod toward each other, or both look at each other's face), with no student in that cluster simultaneously reading alone or checking a phone.
level_4: In every visible cluster, at least 2 students show matched discussion cues at the same time (open mouths with eye contact, or a hand gesture with a forward lean, or mutual gaze with nodding); in no cluster does any student break this pattern by looking away, writing alone, or checking a device during those cued moments.
level_5: In every cluster, at least 2 students sustain synchronized discussion cues (open mouths, mutual eye contact, and a slight forward lean with hands visible above the desk) for at least 75% of the time that cluster stays on screen, with no student pausing into non-discussion behavior such as picking up a phone, staring away for a noticeable stretch, or sitting motionless as though the exchange had stopped.

Spatiotemporal Consistency rubric:
level_1: A student, chair, or desk suddenly jumps to a different spot in the room between one moment and the next; a chair appears to float or spin with no one touching it; part of a student's body (a hand, head, or leg) disappears and then reappears; the camera cuts from a wide classroom shot straight to an extreme close-up with no visible transition; or the window light in the room swings from one side of the class to the opposite side within a moment with no plausible cause.
level_2: The camera viewpoint stays fixed, but a student's head or torso suddenly changes size within a single moment (for example, appearing roughly twice as large); the same chair or desk appears duplicated within one shot; or a shadow cast by a student flips from one side of their body to the other and then back again with no matching change in the room's light source.
level_3: Small, easy-to-miss glitches appear (a brief flicker in the texture of a student's shirt, one instance of a shoe sliding across the floor without the foot appearing to bear weight, or one moment where a hand seems to pass through a desk surface), but none of these glitches change which cluster a student belongs to or break the face-to-face orientation within any group.
level_4: Every desk, chair, and student keeps the same position relative to their own cluster throughout the clip; no hand, arm, or head visibly passes through a body or a piece of furniture; shadows cast by students and furniture point in one consistent direction for the whole clip; there are no sudden cuts or camera-angle jumps; every movement (sitting, leaning, gesturing) looks physically grounded, with no student floating above their chair.
level_5: Every student keeps a stable, naturally seated posture with only small, lifelike movements (a nod, a lean, a hand gesture); every chair and desk stays visibly in contact with the floor with no sliding or hovering; shadows cast by each student and each piece of furniture stay aimed at the same light source throughout, with no visible mismatch between a student's pose and where their shadow falls; the footage shows no visible glitch, seam, or flicker that would catch an ordinary viewer's eye.