scholarly journals “Clicking vs. Writing”—The Impact of a Chatbot’s Interaction Method on the Working Alliance in AI-based Coaching

2022 ◽  
Author(s):  
Vanessa Mai ◽  
Caterina Neef ◽  
Anja Richert
Keyword(s):  
Digital Media ◽  
Working Alliance ◽  
Engineering Students ◽  
Interaction Method ◽  
Self Reflection ◽  
Rule Based System ◽  
Technical Realization ◽  
Low Threshold ◽  
Exam Anxiety ◽  
The Impact

AbstractCoaching has become an important didactic tool for reflecting learning processes in higher education. Digital media and AI-based technologies such as chatbots can support stimulating self-coaching processes. For the use case of student coaching on the topic of exam anxiety, the working alliance between a coaching chatbot and a human coachee is investigated. Two coachbot interaction methods are compared: A click-based chatbot (implemented in a rule-based system), where the coachee can only click on one answer, and a writing-based chatbot (implemented in a conversational AI), which allows the coachee to freely type in their answers. The focus is on which coachbot interaction method enables a stronger working alliance between coach and coachee: a click-based or a writing-based chatbot. The working alliance and the technical realization of the chatbot systems were investigated in an exploratory quantitative study with 21 engineering students. The results indicate that the working alliance in both study conditions can be classified as medium to high overall. The results further show higher values for bonding on a writing-based platform than when using a click-based system. However, click-based systems seem to be more helpful as a low-threshold entry point to coaching, as they guide coachees better through the process by providing predefined answers. An evaluation of the technical realization shows that self-reflection processes through digital self-coaching via chatbot are generally well accepted by students. For further development and research, it is therefore recommendable to develop a “mixed” coachbot that allows interaction via clicking as well as via free writing.

scholarly journals ENHANCEMENT OF STUDENT LEARNING THROUGH SELF-REFLECTION

2019 ◽  
Author(s):  
Laura Soriano ◽  
Danny Mann ◽  
Marcia R. Friesen
Keyword(s):  
Student Learning ◽  
Engineering Students ◽  
Educational Activity ◽  
Self Reflection ◽  
Graduate Attributes ◽  
Portfolio Development ◽  
University Of Manitoba ◽  
The University ◽  
The Impact

Recent accreditation requirements by the Canadian Engineering Accreditation Board (CEAB) have forced engineering educators to focus on the outcomes of their teaching efforts. Faculty members are rapidly gaining expertise in the assessment of the 12 graduate attributes, and it is envisioned that emphasis on outcomes-based assessment will improve both the quality of the overall curriculum and individual course instruction. Nevertheless, the ultimate goal of any educational activity is to foster student learning. It is anticipated that students will gain a better understanding of the graduate attributes being covered in their courses if they are given the opportunity to self-reflect upon their educational experiences and achievements. The portfolio is the tool most often used to achieve this goal of self-reflection. A project has been undertaken in the Department of Biosystems Engineering at the University of Manitoba to assess the impact of self-reflection on student learning. During the fall of 2018, a series of voluntary workshops were organized i) to introduce Biosystems Engineering students to the purpose and art of self-reflection, ii) to describe self-reflection in the context of the Canadian Engineering Accreditation Board graduate attributes, iii) to introduce the e-portfolio tool, iv) to develop the skill of self-reflective writing, and v) to demonstrate the link between e-portfolio development and career success. The purpose of the paper is to describe the workshop series, the focus groups that followed the workshop series, and the theoretical framework within which the work is positioned.    

Music Teacher Evaluation

2019 ◽  
pp. 793-829
Author(s):  
Douglas C. Orzolek
Keyword(s):  
Teacher Evaluation ◽  
Music Teacher ◽  
American Education ◽  
Effective Teacher ◽  
Research And Practice ◽  
Self Reflection ◽  
Evaluation Systems ◽  
The Impact ◽  
Music Teacher Evaluation

This chapter outlines the nature of music teacher evaluation found in existing and related literature and research. From these writings, there are an abundance of emergent themes that provide stakeholders with an opportunity to examine this topic and consider its application in their own settings. These themes include ideas related to the following: the intent of teacher evaluation; the role of teacher evaluation; what an effective teacher is; the importance of multifaceted evaluation systems; the place of student learning in the evaluative process; the various forms of evidence used to evaluate educators; the fact that research and practice should be intertwined in developing evaluation systems; the role of testing; the degree to which observation and self-reflection should be involved in teacher evaluation; the importance of clear and concise goals for learners; and the impact that systems of evaluation will have on the educators, schools, students, and American education as a whole. This chapter intends to allow stakeholders the opportunity to reflect on all of these issues and challenges.

scholarly journals The Geriatric Medication Game to Raise Community Pharmacists’ Awareness on Older Adults’ Day-to-Day Challenges

2021 ◽  
pp. 1-6
Author(s):  
Aisha F. Badr
Keyword(s):  
Older Adults ◽  
Saudi Arabia ◽  
Learning Process ◽  
Community Pharmacists ◽  
The Elderly ◽  
Learning Activity ◽  
Simulation Games ◽  
Self Reflection ◽  
Satisfaction Rate ◽  
The Impact

<b><i>Introduction:</i></b> In Saudi Arabia; it is estimated that the elderly (aged 60 and above) would reach up to (22.9%) by 2050, compared to (5.6%) in 2017. Simulation games have proven to be a useful and effective method of education in pharmacy schools, as it actively involves participants in the learning process. The objective of this study was to examine the impact of the modified geriatric medication game on community pharmacists’ awareness and attitudes toward older adults with common disabilities. <b><i>Methods:</i></b> A modified geriatric medication game was adopted to stimulate both physical and sensory disabilities in older adults. A total of 9 community pharmacists were gathered in 1 room and were asked to play 2 scenarios each. Self-reflection was assessed and ground theories were analyzed. <b><i>Results:</i></b> All pharmacists felt frustration and anger playing the game (100%), followed by becoming more aware of the extra time and guidance needed with older adults and realized how disabling chronic diseases could be, and felt they needed to improve common perceived attitude towards the elderly (88.89%). Pharmacists also felt empathy, sympathy, and compassion towards this population, needed improvement of common perceived attitude towards older adults, and felt the need to double check with older adults if they have any disabilities before counseling (77.78%). Finally, over half pharmacists (55.5%) wished they had more training on geriatrics during pharmacy school and the need for further review of Beer’s criteria. All pharmacists were satisfied with the game and recommended it to all community pharmacists. <b><i>Conclusion:</i></b> Simulation games are a great way to strengthen awareness and change practice accordingly. Pharmacists improved their awareness and attitude towards the elderly and reported a positive perceived value of this learning activity; with a 100% satisfaction rate. Adding a geriatric course with simulation component is recommended for better geriatric care.

scholarly journals 229 Sleep-wake behavior, meal timings and digital media duration of Indians during COVID-19 Lockdown

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A91-A92
Author(s):  
Babita Pande ◽  
Meenakshi Sinha ◽  
Ramanjan Sinha
Keyword(s):  
Digital Media ◽  
Sleep Duration ◽  
Sleep Onset ◽  
Therapeutic Management ◽  
Daily Routine ◽  
Age Group ◽  
Younger Age ◽  
Gender And Age ◽  
Delayed Sleep ◽  
The Impact

Abstract Introduction Lockdown and stay home order has been imposed on people in many countries including India to prevent the community transmission of COVID-19 pandemic. However this social restriction led to disturbed daily routine and lifestyle behaviour that is needed to be attended for proper therapeutic management of overall health during such crisis. The impact of lockdown on the most apparent behavioral changes viz. sleep-wake behaviour, major meal timings, and digital screen duration of Indians were investigated. In addition the effects of gender and age were explored. Methods After seeking permission from Ethical Institution, an online questionnaire based survey was circulated within India in the first week of May, 2020 for which total 1511 male and female (age ≥18 years) subjects participated. The sleep-wake behavior observed were sleep-wake timings, sleep duration, mid sleep time (MST) as function of lockdown, and social (lockdown) jetlag (SJL = MST before lockdown-MST during lockdown). Results The sleep onset-wakeup and meal times were significantly delayed during lockdown, which was more pronounced in younger age group. The sleep duration increased, specifically in young individuals during lockdown. Females showed more delayed sleep onset-waking times and first meal timing with longer sleep duration during lockdown. Increased digital media duration was observed in all age groups, primarily in males. The younger age group and specifically female reported higher SJL and delayed MST. A positive association was obtained between sleep duration & first meal time, and SJL & major meal timings/screen duration, and a significant negative relationship of sleep duration and SJL with age. Conclusion The study shows delayed sleep-wake schedule, meal timings and increased digital media duration among Indians during COVID-19 lockdown compared to before lockdown. Also, gender and age emerged as important mediating factors for this alteration. The pandemic has given opportunity to sleep more and compensate for the sleep. In spite of that, the higher social jetlag in young age group and female showed the compromised sleep and maladaption with societal timing. These findings have applied implications in sleep health during longer social isolation conditions and for proper therapeutic management. Support (if any) No

scholarly journals Evaluation of the online-based self-help programme “Selfapy” in patients with unipolar depression: study protocol for a randomized, blinded parallel group dismantling study

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Rico Krämer ◽  
Stephan Köhler
Keyword(s):  
Depressive Symptoms ◽  
Depression Scale ◽  
Drop Out ◽  
Control Group ◽  
Hamilton Depression Scale ◽  
Online Interventions ◽  
Phone Calls ◽  
Self Help ◽  
Low Threshold ◽  
The Impact

Abstract Background Patients with mild to moderate depressive symptoms can have limited access to regular treatment; to ensure appropriate care, low-threshold treatment is needed. Effective online interventions could increase the supply of low-threshold treatment. Further research is needed to evaluate the effectiveness of online interventions. This study aims to evaluate the online-based self-help programme “Selfapy” on a sample of depressive subjects and compares the impact of the programme’s unaccompanied version with its therapeutic accompanied version. Methods A sample of 400 subjects that have a mild to severe depressive episode (Becks Depression Inventory - II and Hamilton Depression Scale) will be used. Subjects are randomly assigned to immediate access to an unaccompanied course (no support from psychologist via weekly phone calls), immediate access to an accompanied course (support from a psychologist via weekly phone calls) or a waiting list control group (access to the intervention after 24 weeks). The intervention will last for a period of 12 weeks. Depressive symptoms as a primary parameter, as well as various secondary parameters, such as life satisfaction, therapeutic relationships, social activation, self-esteem, attitudes towards Internet interventions and drop-out rates, are recorded at four different points in time: at baseline (T1), 6 weeks after the start of the intervention (T2), 12 weeks after the start of the intervention (T3) and 3 months after completion of the treatment follow-up (T4). Conclusion This randomized and controlled, blinded study will make use of a “dismantled” approach to adequately compare the accompanied and unaccompanied versions of the intervention. Positive and meaningful results are expected that could influence the acceptance and implementation of online interventions. Trial registration German Clinical Trials Register DRKS00017191. Registered on 14 June 2019

Developing Pragmatic Competence in English Academic Discussions: An EAP Classroom Investigation

2020 ◽  
Vol 16 (1) ◽  
pp. 123-152
Author(s):  
Marcella Caprario
Keyword(s):  
Content Analysis ◽  
Listening Comprehension ◽  
English For Academic Purposes ◽  
Reflective Writing ◽  
Pragmatic Competence ◽  
Missed Opportunities ◽  
Self Reflection ◽  
And Performance ◽  
Communication Breakdowns ◽  
The Impact

AbstractThis qualitative classroom study investigated the development of pragmatic competence in academic discussions through content analysis of student reflective writing. The aims of the study were: to understand the greatest challenges that students faced during the learning process, the causes of those challenges, and the most successful strategies that students employed to overcome the challenges. In addition, the analysis investigated other significant themes in the reflective writing that related to the students’ experiences in developing their pragmatic competence in discussions. Five advanced English for Academic Purposes (EAP) students at a Sino-US institution in China participated over the course of a semester. Results showed that common challenges included: hesitation resulting in missed opportunities to speak, lack of clarity when speaking, inability to repair communication breakdowns, and difficulty with listening comprehension. Self-reflection allowed the learners to understand the various reasons for the challenges they faced and to develop appropriate pragmalinguistic and sociopragmatic strategies for coping with them. It also enabled the instructor to make suggestions suited to learners’ specific needs. In addition to revealing specific challenges, causes, and strategies that students employed, themes that emerged through content analysis included the impact of students’ emotional lives on their learning and performance, as well as the value of authentic communication in the development of pragmatic competence for academic discussions. This exploratory classroom investigation provides suggestions for teaching pragmatic competence in academic discussions and for additional classroom explorations that empower learners to develop autonomy.

scholarly journals Patient perspectives on tablet-based technology to collect risk factor information in primary care

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Leanne Kosowan ◽  
Alan Katz ◽  
Gayle Halas ◽  
Alexander Singer
Keyword(s):  
Primary Care ◽  
Information Technology ◽  
Risk Factor ◽  
Risk Behaviours ◽  
Patient Risk ◽  
Self Reflection ◽  
Primary Care Clinics ◽  
User Friendly ◽  
The Impact ◽  
Risk Factor Information

Abstract Background Primary care provides an opportunity to introduce prevention strategies and identify risk behaviours. Algorithmic information technology such as the Risk Factor Identification Tool (RFIT) can support primary care counseling. This study explores the integration of the tablet-based RFIT in primary care clinics to support exploration of patient risk factor information. Methods Qualitative study to explore patients’ perspectives of RFIT. RFIT was implemented in two primary care clinics in Manitoba, Canada. There were 207 patients who completed RFIT, offered to them by eight family physicians. We conducted one-on-one patient interviews with 86 patients to capture the patient’s perspective. Responses were coded and categorized into five common themes. Results RFIT had a completion rate of 86%. Clinic staff reported that very few patients declined the use of RFIT or required assistance to use the tablet. Patients reported that the tablet-based RFIT provided a user-friendly interface that enabled self-reflection while in the waiting room. Patients discussed the impact of RFIT on the patient-provider interaction, utility for the clinician, their concerns and suggested improvements for RFIT. Among the patients who used RFIT 12.1% smoked, 21.2% felt their diet could be improved, 9.3% reported high alcohol consumption, 56.4% reported less than 150 min of PA a week, and 8.2% lived in poverty. Conclusion RFIT is a user-friendly tool for the collection of patient risk behaviour information. RFIT is particularly useful for patients lacking continuity in the care they receive. Information technology can promote self-reflection while providing useful information to the primary care clinician. When combined with practical tools and resources RFIT can assist in the reduction of risk behaviours.

The impact of COVID-19 quarantine measures on the mental health of families

2021 ◽  
pp. 146801732110117
Author(s):  
Fakir Al Gharaibeh ◽  
Laura Gibson
Keyword(s):  
Mental Health ◽  
Social Workers ◽  
Digital Media ◽  
Mental Health Problems ◽  
Eating Habits ◽  
Strong Shock ◽  
Psychosocial Interventions ◽  
Snowball Sampling ◽  
Long Term Effects ◽  
The Impact

Summary COVID-19 is shaping all aspects of life throughout the world. The unexpected number of people who have been infected with and died from coronavirus disease (COVID-19) is evidence that the pandemic has affected families and societies. The strong shock wave that has resulted in the international response has focused more on medical rather than psychosocial interventions. Little has been written or studied about the impact of COVID-19 on families. This article explores the impact of the COVID-19 quarantine on the mental health of families. We conducted 20 in-depth interviews with Jordanian families through snowball sampling. Findings The results show that 20 interviewees described varied and new experiences. Many of the families we interviewed displayed symptoms of mental health problems, including disrupted sleep patterns, changes in eating habits, excessive digital media use, anxiety, depression, excessive smoking, stomach aches, bedwetting among children, and persistent headaches. The study also demonstrated the psychological stress partners felt during the lockdown due to their worries about job security. They also communicated their hope that renewed family commitments might bring more stability to their relationships. During the lockdown, family members spent more time together, and it became harder to conceal any issues from each other. Applications The findings of this research demonstrate a critical need for social workers, and it is hoped that future legislation will include a role for social workers in various fields of crisis. Moreover, social workers should encourage families to ask for intervention to overcome the long-term effects that may result from COVID-19.

Sign in / Sign up

Export Citation Format

Share Document