scholarly journals Optimizing the User Experience: Identifying Opportunities to Improve Use of an Inpatient Portal

2018 ◽  
Vol 09 (01) ◽  
pp. 105-113 ◽  
Author(s):  
Daniel Walker ◽  
Terri Menser ◽  
Po-Yin Yen ◽  
Ann McAlearney
Keyword(s):  
Learning Styles ◽  
User Experience ◽  
Improve Patient Care ◽  
Three Dimensions ◽  
Instructional Materials ◽  
Inpatient Setting ◽  
Patient Anxiety ◽  
Patient Portals ◽  
User Interactions ◽  
Use Of Technology

Background Patient portals specifically designed for the inpatient setting have significant potential to improve patient care. However, little is known about how the users of this technology, the patients, may interact with the inpatient portals. As a result, hospitals have limited ability to design approaches that support patient use of the portal. Objectives This study aims to evaluate the user experience associated with an inpatient portal. Methods We used a Think-Aloud protocol to study user interactions with a commercially available inpatient portal—MyChart Bedside (MCB). Study participants included 19 English-speaking adults over the age of 18 years. In one-on-one sessions, participants narrated their experience using the MCB application and completing eight specific tasks. Recordings were transcribed and coded into three dimensions of the user experience: physical, cognitive, and sociobehavioral. Results Our analysis of the physical experience highlighted the navigational errors and technical challenges associated with the use of MCB. We also found that issues associated with the cognitive experience included comprehension problems that spurred anxiety and uncertainty. Analysis of the sociobehavioral experience suggested that users have different learning styles and preferences for learning including self-guided, handouts, and in-person training. Conclusion Inpatient portals may be an effective tool to improve the patient experience in the hospital. Moreover, making this technology available to inpatients may help to foster ongoing use of technology across the care continuum. However, deriving the benefits from the technology requires appropriate support. We identified multiple opportunities for hospital management to intervene. In particular, teaching patients to use the application by making a variety of instructional materials available could help to reduce several identified barriers to use. Additionally, hospitals should be prepared to manage patient anxiety and increased questioning arising from the availability of information in the inpatient portal application.

scholarly journals A Proposed Model for Detecting Learning Styles Based on Agent Learning

2016 ◽  
Vol 11 (10) ◽  
pp. 65 ◽  
Author(s):  
M S Hasibuan ◽  
L E Nugroho ◽  
P I Santosa ◽  
S S Kusumawardani
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Evaluation Model ◽  
Learning System ◽  
Learning Activities ◽  
Instructional Materials ◽  
Data Driven ◽  
Automatic Learning ◽  
Proposed Model ◽  
Agent Learning

A learning style is an issue related to learners. In one way or the other, learning style could assist learners in their learning activities if students ignore their learning styles, it may influence their effort in understanding teaching materials. To overcome these problems, a model for reliable automatic learning style detection is needed. Currently, there are two approaches in detecting learning styles: data driven and literature based. Learners, especially those with changing learning styles, have difficulties in adopting these two approach since they are not adaptive, dynamic and responsive (ADR). To solve the above problems, a model using agent learning approach is proposes. Agent learning involves performing activities in four phases, i.e. initialization, learning, matching and, recommendations to decide the learning styles the students use. The proposed system will provide instructional materials that match the learning style that has been detected. The automatics detection process is performed by combining the data-driven and literature-based approaches. We propose an evaluation model agent learning system to ensure the model is working properly.

scholarly journals Sistem Pakar Diagnosa Sikap dan Gaya Belajar untuk Menerapkan Akhlakul Karimah pada Siswa

2019 ◽  
pp. 35-40
Author(s):  
K Kadrahman ◽  
S Sumijan ◽  
Y Yuhandri
Keyword(s):  
Expert System ◽  
Learning Styles ◽  
Learning Style ◽  
Human Activity ◽  
Student Attitudes ◽  
Student Attitude ◽  
Data Accuracy ◽  
Forward Chaining ◽  
Use Of Technology

Expert system is one of the use of technology in supporting every human activity. One of the uses of the expert system is for education. The expert system will help teachers to analyze the attitudes displayed by students. The purpose of this study is to analyze the attitudes and learning styles of students, apply good moral methods to students and determine the type of good approach to students using the Forward chaining method. The data needed for this research is student attitude data, data on learning style types, and moral data of morality and data on solutions to the application of morality and character. This research resulted in a solution in the form of the method of moral lighting according to the learning style with data accuracy of 86.2%. The conclusion of this study is that the design of an expert system for diagnosing student attitudes makes it easier for teachers to approach students.

Visual-Based Resources for Teaching

2010 ◽  
pp. 112-121
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Web Sites ◽  
Instructional Strategy ◽  
Visual Media ◽  
Individual Learning ◽  
Instructional Materials ◽  
Multimedia Environment ◽  
Power Point ◽  
Slide Shows

Research has found that students learn better when they rely on the instructional strategy best suited to their own particular learning style (Fitzsimmons, 1996). While concrete learners depend on the text-based workbook for reinforcement, abstract learners find visual media more to their liking. Microsoft Power Point creates presentations suitable for the classroom by offering a multimedia environment for concepts and ideas important for understanding. It provides a suite of tools to create powerful slide shows incorporating bulleted lists and numbered text; multimedia clip art, pictures, sounds, and movies; links to teacher-validated web sites, programs, and documents; colorful charts and graphs; and, a choice of output options tailored to individual learning styles. Power Point offers an extensive fare of commands, options, and menus. With the advanced features of auto content wizard, hyperlinks, and printing alternatives, it also provides an array of all the tools necessary to build truly exciting and interactive instructional materials.

Design of an Adaptive Mobile Learning Management System

2008 ◽  
pp. 286-301 ◽  
Author(s):  
Hyungsung Park ◽  
Young Kyun Baek ◽  
David Gibson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mobile Learning ◽  
Management System ◽  
Learning Management System ◽  
Analysis Tool ◽  
User Interactions ◽  
E Learning ◽  
Adaptive Environment ◽  
Learning Management

This chapter introduces the application of an artificial intelligence technique to a mobile educational device in order to provide a learning management system platform that is adaptive to students’ learning styles. The key concepts of the adaptive mobile learning management system (AM-LMS) platform are outlined and explained. The AM-LMS provides an adaptive environment that continually sets a mobile device’s use of remote learning resources to the needs and requirements of individual learners. The platform identifies a user’s learning style based on an analysis tool provided by Felder & Soloman (2005) and updates the profile as the learner engages with e-learning content. A novel computational mechanism continuously provides interfaces specific to the user’s learning style and supports unique user interactions. The platform’s interfaces include strategies for learning activities, contents, menus, and supporting functions for learning through a mobile device.

Benefits and Challenges of Using Educational Games

2022 ◽  
pp. 1560-1570
Author(s):  
Rupanada Misra ◽  
Leo Eyombo ◽  
Floyd T. Phillips
Keyword(s):  
Learning Styles ◽  
Educational Games ◽  
Role Playing ◽  
Generation Gap ◽  
Game Based Learning ◽  
Effective Learning ◽  
Left Behind ◽  
Use Of Technology ◽  
Strategy Game ◽  
Silver Bullet

In the 21st century, games can potentially be used as serious educational tools. Today's learners are distracted easily, and game-based learning is the silver bullet because it can potentially immerse the students in content and curricula. Not only does game-based learning with its power to engage and motivate users make the course come alive, but it can also provide a platform in critical thinking, creativity, instant feedback, and collaboration. One of the biggest challenges in education is the different learning styles of the students; game-based learning can easily overcome that. Games can be categorized into different genres such as action, adventure, fighting, puzzle, role-playing, simulation, sports, or strategy. Game designers can potentially select the appropriate genre best suited for effective learning. Even with all the advantages of game-based learning, some challenges, such as unwillingness of teachers to change or improper design of educational games, still exist. With students sometimes far ahead in the use of technology, some teachers who are left behind can be intimidated. The conceptual generation gap in this regard is quite wide, and designing, developing, and implementing games in curricula can be expensive. Though some games can be repurposed for education many cannot be repurposed to meet the expectations of the students.

Socially Embodied Human-Robot Interaction

2015 ◽  
pp. 169-190 ◽  
Author(s):  
J. Lindblom ◽  
B. Alenljung
Keyword(s):  
User Experience ◽  
Human Robot Interaction ◽  
The Body ◽  
Human Interaction ◽  
Future Research ◽  
Crucial Importance ◽  
Robot Interaction ◽  
Use Of Technology ◽  
Fundamental Challenge ◽  
Socially Interactive Robots

A fundamental challenge of human interaction with socially interactive robots, compared to other interactive products, comes from them being embodied. The embodied nature of social robots questions to what degree humans can interact ‘naturally' with robots, and what impact the interaction quality has on the user experience (UX). UX is fundamentally about emotions that arise and form in humans through the use of technology in a particular situation. This chapter aims to contribute to the field of human-robot interaction (HRI) by addressing, in further detail, the role and relevance of embodied cognition for human social interaction, and consequently what role embodiment can play in HRI, especially for socially interactive robots. Furthermore, some challenges for socially embodied interaction between humans and socially interactive robots are outlined and possible directions for future research are presented. It is concluded that the body is of crucial importance in understanding emotion and cognition in general, and, in particular, for a positive user experience to emerge when interacting with socially interactive robots.

Unravelling the relationship between response time and user experience in mobile applications

2020 ◽  
Vol 30 (5) ◽  
pp. 1353-1382
Author(s):  
Mengli Yu ◽  
Ronggang Zhou ◽  
Zhao Cai ◽  
Chee-Wee Tan ◽  
Huiwen Wang
Keyword(s):  
Response Time ◽  
User Experience ◽  
Mobile Applications ◽  
Response Times ◽  
Negative Influence ◽  
Three Dimensions ◽  
Network Environment ◽  
Content Type ◽  
Varied Response ◽  
The Impact

PurposeThis study examines the impact of response time on user experience for mobile applications and considers the moderating influence of gender and network environment on this relationship.Design/methodology/approachAn experiment was conducted with 50 young adults to evaluate their user experience of a mobile application that simulates variations in network environment and response time. User experience was evaluated based on the three constituent dimensions of tolerance, acceptance, and satisfaction.FindingsAnalytical results demonstrate that response time not only adversely affects user experience of mobile applications, but that this effect is not homogeneous across the three dimensions of tolerance, acceptance and satisfaction. The findings also illustrate that gender moderates the effect of response time on user experience, however, the negative influence is more salient for males than females, which is opposite to our hypothesis. The joint moderating influence of gender and network environment turned out to be partly significant.Practical implicationsBy illuminating users' tolerance, acceptance, and satisfaction with varied response times, findings from this study can inform the design of mobile applications such that desired levels of user experience can be assured with minimum resources.Originality/valueAlthough response time has been hailed as a key determinant of user experience for desktop applications, there is a paucity of studies that have investigated the impact of response time on user experience for mobile applications. Furthermore, prior research on response time neglects the multi-dimensional nature of user experience. This study bridges the above mentioned knowledge gaps by delineating user experience into its constituent dimensions and clarifying the effects of response time on each of these dimensions.

scholarly journals Digital Gap in Universities and Challenges for Quality Education: A Diagnostic Study in Mexico and Spain

2020 ◽  
Vol 12 (21) ◽  
pp. 9069
Author(s):  
Guillermo Rodríguez-Abitia ◽  
Sandra Martínez-Pérez ◽  
Maria Soledad Ramirez-Montoya ◽  
Edgar Lopez-Caudana
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Point Of View ◽  
Quality Education ◽  
Three Dimensions ◽  
Diagnostic Study ◽  
Use Of Technology ◽  
Digital Gap ◽  
Teaching Learning

The United Nations (UN) identifies four key elements as agents for change and for addressing societal challenges: education, research, innovation and leadership. The use of technology, from a pedagogical and organizational point of view, in higher education institutions has brought about new challenges. The integration of them in the teaching–learning processes has experienced a great evolution, giving way to a digital transformation and the acquisition of new skills and knowledge, thus pointing towards quality education within the framework of sustainable development objectives. This document aims to describe and analyze the ways in which seven higher education institutions, three in Spain and four in Mexico, have taken up the challenge of adopting technologies and applying them to the educational process. To this end, in-depth interviews and direct observations were carried out. The results point to three dimensions: technological, pedagogical and organizational, which shed light on the different factors that influence the choice and availability of the use of technologies. The results indicate that contextual factors play a determinant role in the ability of an institution to profit from technologies to aid the educational process and guarantee its quality.

scholarly journals Implementation, Evolution and Impact of ICU Telepharmacy Services Across a Health care System

2019 ◽  
Vol 54 (4) ◽  
pp. 232-240 ◽  
Author(s):  
Desiree E. Kosmisky ◽  
Sonia S. Everhart ◽  
Carrie L. Griffiths
Keyword(s):  
Critical Care ◽  
Patient Care ◽  
Healthcare System ◽  
Improve Patient Care ◽  
The United States ◽  
Hospital Length ◽  
Hospital Length Of Stay ◽  
Use Of Technology ◽  
American Society ◽  
The Impact

Purpose: A review of the implementation and development of telepharmacy services that ensure access to a critical care-trained pharmacist across a healthcare system. Summary: Teleintensive care unit (tele-ICU) services use audio, video, and electronic databases to assist bedside caregivers. Telepharmacy, as defined by the American Society of Health-System Pharmacists, is a method in which a pharmacist uses telecommunication technology to oversee aspects of pharmacy operations or provide patient care services. Telepharmacists can ensure accurate and timely order verification, recommend interventions to improve patient care, provide drug information to clinicians, assist in standardization of care, and promote medication safety. This tele-ICU pharmacy team is one of the only entirely clinical-based tele-ICU pharmacy models among the tele-ICU programs across the United States. The use of technology for customized alert generation and intervention proposal with medication orders and chart notation are unique. In a 34-month period from September 2015 to July 2018, more than 110 000 alerts were generated and 13 000 interventions were performed by telepharmacists. Conclusions: Tele-ICU pharmacists employ limited resources to provide critical care pharmacy expertise to multiple sites within a healthcare system during nontraditional hours with documented clinical and financial benefits. Further study is needed to determine the impact of tele-ICU pharmacists on ICU and hospital length of stay, morbidity, and mortality.

Delivering MBA Programs in Emerging Markets

2013 ◽  
Vol 8 (3) ◽  
pp. 42-59 ◽  
Author(s):  
Stephanie Jones
Keyword(s):  
South America ◽  
Learning Styles ◽  
Emerging Markets ◽  
Arab World ◽  
Developed Countries ◽  
Course Delivery ◽  
The West ◽  
Mba Programs ◽  
Use Of Technology ◽  
The Developed Countries

Increasingly, Western-style MBA programs are being delivered in emerging markets, as the developed countries become more and more saturated with MBAs and related offerings. This article, based on the global experience of the author in teaching and assessing MBA modules including thesis and dissertation research and writing, suggests approaches to coping with the special challenges faced in new markets for MBA delivery worldwide. The differences with typical experiences in the West are cultural, linguistic, behavioral and relate to learning styles, economic backgrounds, use of technology, and relationships with administrators, teachers and fellow-students. This article is based on the author’s experiences of MBA course delivery in China, the Arab World, Africa, Iran, Malaysia and Indonesia, Vietnam, Eastern Europe, former Russian states such as Kazakhstan, and South America, such as Peru and Suriname. Examples of specific MBA teaching and assessment challenges are provided, with possible solutions and approaches for coping.

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