Tailoring virtual environments of an exergame for physiotherapy: the role of positive distractions and sensation-seeking (Adaptando entornos virtuales para un exergame para la fisioterapia: el papel de las distracciones positivas y la búsqueda de sensaciones)

El artículo tiene como objetivo presentar la actualidad de la evaluación formativa en el tema de diseño bases de datos para entornos virtuales, en donde se mencionan las plataformas virtuales con sus estrategias de evaluación convencional para áreas afines con la ingeniería. Entre los principales aspectos en que se centra la revisión de la literatura esta la taxonomía de Bloom, entornos virtuales, plataformas y evaluación formativa. Desde el punto de vista teórico se centra en el tema de diseño de las bases de datos, las metodologías de evaluación y las diferentes alternativas para ambientes virtuales, enfatizando en los recursos y formas como se afrontan en la actualidad. También se tiene en cuenta el papel del estudiante y del docente en el proceso de evaluación y realimentación del aprendizaje. Luego de experimentar y evaluar desde el punto de vista evaluación formativa, tanto las plataformas estándar, como también los proyectos desarrollados por institutos y universidades, se concluye que las plataformas ni siquiera tienen en cuenta este tipo de evaluación y los resultados obtenidos por proyectos particulares no son suficientes para cubrir un proceso real y completo de este tipo de evaluación.Palabras Clave: Entorno Virtual, Evaluación formativa, Diseño de base datos.This article aims to present the current of formative assessment for the subject of database design for virtual environments where virtual platforms mentioned with conventional assessment strategies for areas related to engineering. Among the main issues focused review of the literature is Bloom's taxonomy, virtual environments, platforms, and educational assessment. From the theoretical point of view focuses on the design theme of the databases, assessment methodologies and the different alternatives for virtual environments, emphasizing resources and forms as encountered today. It also takes into account the role of the student and the teacher in the process of assessment and feedback of learning. After experimenting and evaluating from the point of view formative assessment, both standard platforms, as the projects developed by colleges and universities, it is concluded that the platforms do not even take into account this type of assessment and the results obtained for particular projects, not sufficient to cover actual and complete a process of this type of assessment.Keywords: Virtual Environment, formative evaluation, Designed data base

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CARACTERÍSTICAS DE LA RETROALIMENTACIÓN COMO PARTE DE LA ESTRATEGIA EVALUATIVA DURANTE EL PROCESO DE ENSEÑANZA APRENDIZAJE EN ENTORNOS VIRTUALES: UNA PERSPECTIVA TEÓRICA

Revista Electrónica Calidad en la Educación Superior ◽

10.22458/caes.v7i1.1381 ◽

2016 ◽

Vol 7 (1) ◽

pp. 175-204

Author(s):

Julia Pérez-Chaverri ◽

Marianela Salas-Soto

Keyword(s):

Virtual Environments ◽

Learning Process ◽

Alternative Assessment ◽

Teaching And Learning ◽

Virtual Learning ◽

Learning Assessment ◽

Entornos Virtuales De Aprendizaje ◽

Teaching Learning ◽

Entornos Virtuales

Esta revisión bibliográfica se llevó a cabo para identificar las condiciones y características de la retroalimentación como parte de la estrategia evaluativa durante el proceso de enseñanza aprendizaje en entornos virtuales. Estos fundamentos permiten orientar el quehacer de la docencia que se lleva a cabo en la Universidad Estatal a Distancia (UNED). El análisis de este estudio se basó en una revisión de literatura de los autores más reconocidos y actuales en el campo de la evaluación de los aprendizajes y su propósito fue recuperar la mayor cantidad posible de aportes sobre el papel de la retroalimentación y cómo esta puede potenciar procesos de aprendizaje más profundos y significativos. Los hallazgos más importantes se centran en la retroalimentación como proceso dialógico y colaborativo en el marco de la evaluación alternativa: formativa y formadora que se ve potenciada por las posibilidades de apertura, personalización, interactividad, ubicuidad, inmediatez, flexibilidad, interoperabilidad y colaboración que ofrecen los entornos virtuales de aprendizaje.Palabras claves: retroalimentación; feedback; estrategia de evaluación; proceso de enseñanza y aprendizaje; entornos virtuales de aprendizaje. SummaryThis bibliographical review was conducted to identify the conditions and characteristics of feedback as part of the evaluation strategy during the teaching-learning process in virtual environments. These fundamentals orient the work of the teaching that takes place at the Universidad Estatal a Distancia.The analysis of this study is based on a literature review of the most recognized and present authors in the field of learning assessment, and its purpose was to recover the maximum amount of contributions on the role of feedback, and how it can enhance deeper and more meaningful learning processes.The most important findings focus on the feedback as a dialogical and collaborative process within the framework of alternative assessment: formative and forming, that is enhanced by opening possibilities, personalization, interactivity, ubiquity, immediacy, flexibility, interoperability and collaboration offering virtual learning environments.Keywords: feedback; evaluative strategy; teaching and learning process; virtual learning environments.

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The Role of Gender and Sensation Seeking in Film Choice

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105.20.3.97 ◽

2008 ◽

Vol 20 (3) ◽

pp. 97-105 ◽

Cited By ~ 15

Author(s):

Smita C. Banerjee ◽

Kathryn Greene ◽

Marina Krcmar ◽

Zhanna Bagdasarov ◽

Dovile Ruginyte

Keyword(s):

United States ◽

Undergraduate Students ◽

Sensation Seeking ◽

Negative Mood ◽

Positive Mood ◽

The United States ◽

High Arousal ◽

Subject Design ◽

Happy Mood

This study demonstrates the significance of individual difference factors, particularly gender and sensation seeking, in predicting media choice (examined through hypothetical descriptions of films that participants anticipated they would view). This study used a 2 (Positive mood/negative mood) × 2 (High arousal/low arousal) within-subject design with 544 undergraduate students recruited from a large northeastern university in the United States. Results showed that happy films and high arousal films were preferred over sad films and low-arousal films, respectively. In terms of gender differences, female viewers reported a greater preference than male viewers for happy-mood films. Also, male viewers reported a greater preference for high-arousal films compared to female viewers, and female viewers reported a greater preference for low-arousal films compared to male viewers. Finally, high sensation seekers reported a preference for high-arousal films. Implications for research design and importance of exploring media characteristics are discussed.

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Role of Landmark Size and Location in Way-finding And Spatial Cognition in Virtual Environments

PsycEXTRA Dataset ◽

10.1037/e578612012-009 ◽

2009 ◽

Author(s):

Shelley Roberts

Keyword(s):

Spatial Cognition ◽

Virtual Environments ◽

Way Finding

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Impulsivity and Aggression: A Meta-analysis Using the UPPS Model of Impulsivity

10.31234/osf.io/q2dh5 ◽

2019 ◽

Author(s):

Konrad Bresin

Keyword(s):

Structural Equation Modeling ◽

Sensation Seeking ◽

Structural Equation ◽

Meta Analysis ◽

The Other ◽

Equation Modeling ◽

Negative Urgency ◽

Two Stage ◽

Trait Impulsivity

Trait impulsivity has long been proposed to play a role in aggression, but the results across studies have been mixed. One possible explanation for the mixed results is that impulsivity is a multifaceted construct and some, but not all, facets are related to aggression. The goal of the current meta-analysis was to determine the relation between the different facets of impulsivity (i.e., negative urgency, positive urgency, lack of premeditation, lack of perseverance, and sensation seeking) and aggression. The results from 93 papers with 105 unique samples (N = 36, 215) showed significant and small-to-medium correlations between each facet of impulsivity and aggression across several different forms of aggression, with more impulsivity being associated with more aggression. Moreover, negative urgency (r = .24, 95% [.18, .29]), positive urgency (r = .34, 95% [.19, .44]), and lack of premeditation (r = .23, 95% [.20, .26]) had significantly stronger associations with aggression than the other scales (rs < .18). Two-stage meta-analytic structural equation modeling showed that these effects were not due to overlap among facets of impulsivity. These results help advance the field of aggression research by clarifying the role of impulsivity and may be of interest to researchers and practitioners in several disciplines.

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Alcohol use in daily life: Examining the role of trait and state impulsivity facets

10.31234/osf.io/u3v7q ◽

2020 ◽

Author(s):

Sarah A Griffin ◽

Timothy J Trull

Keyword(s):

Alcohol Use ◽

Sensation Seeking ◽

Daily Life ◽

Drinking Behavior ◽

Cross Sectional ◽

Trait Level ◽

Trait Impulsivity ◽

Drinking Behaviors ◽

Ecological Momentary

Objectives: Using Ecological Momentary Assessment methods (EMA) we aimed to investigate the influence of trait and state (momentary) impulsivity on alcohol use behaviors in daily life. Facets of the UPPS trait model of impulsivity (Whiteside and Lynam, 2001) have been found to differentially relate to alcohol-related outcomes and behaviors in cross-sectional and longitudinal studies. The present work expands on this by assessing UPPS facets in daily life and examining the contributions of trait and state impulsivity facets to daily life drinking behavior. Methods: 49 participants were prompted at least six times per day for 21 days. A total of 4,548 collected EMA reports were included in analyses. Multi-level models were computed predicting daily life alcohol use behaviors from state and trait impulsivity facets and relevant covariates. Results: Individual facets of momentary impulsivity differentially related to alcohol outcomes, such that (lack of) premeditation and, to a lesser extent, sensation seeking showed unique patterns of association with drinking and drinking quantity. Only trait levels of (lack of) premeditation were related to drinking behavior in daily life; no other trait UPPS scale significantly related to alcohol use. Conclusions: These results highlight state difficulties with premeditation as particularly relevant to drinking behavior in daily life. Our results also support the incremental validity of state impulsivity facets over trait level measures in relation to drinking behavior in daily life. These findings offer important insight into the phenomenology of daily-life alcohol use and highlight possible avenues for intervention and prevention efforts. Public Health Statement: Momentary fluctuations in premeditation predict alcohol use in daily life. Treatments targeting planning or forethought in relation to alcohol use may interrupt this process contributing to daily life drinking behaviors.

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Enhancing Qualities of Consciousness during Online Learning via Multisensory Interactions

Behavioral Sciences ◽

10.3390/bs11050057 ◽

2021 ◽

Vol 11 (5) ◽

pp. 57

Author(s):

Valentina Cesari ◽

Benedetta Galgani ◽

Angelo Gemignani ◽

Danilo Menicucci

Keyword(s):

Online Learning ◽

Virtual Environments ◽

Information Technologies ◽

Physical Distance ◽

Traditional Learning ◽

Sense Of Presence ◽

Lack Of Control ◽

Multisensory Interactions ◽

Feasible Alternative

Online-learning is a feasible alternative to in-person attendance during COVID-19 pandemic. In this period, information technologies have allowed sharing experiences, but have also highlighted some limitations compared to traditional learning. Learning is strongly supported by some qualities of consciousness such as flow (intended as the optimal state of absorption and engagement activity) and sense of presence (feeling of exerting control, interacting with and getting immersed into real/virtual environments), behavioral, emotional, and cognitive engagement, together with the need for social interaction. During online learning, feelings of disconnection, social isolation, distractions, boredom, and lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement. Since online environments could prevent the rising of these learning–supporting variables, this article aims at describing the role of flow, presence, engagement, and social interactions during online sessions and at characterizing multisensory stimulations as a driver to cope with these issues. We argue that the use of augmented, mixed, or virtual reality can support the above-mentioned domains, and thus counteract the detrimental effects of physical distance. Such support could be further increased by enhancing multisensory stimulation modalities within augmented and virtual environments.

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