scholarly journals A indução afetiva em cenários de realidade virtual: avaliação da sensação de presença

2015 ◽  
Vol 27 (1) ◽  
pp. 139-160 ◽  
Author(s):  
Ana Ribeiro ◽  
Luís Monteiro
Keyword(s):  

A Realidade Virtual (RV) tem sido utilizada na indução de emoções associadas a respostas emocionais de maior validade ecológica. A presença, enquanto experiência de "estar lá", num determinado ambiente mediado, tornou-se intimamente associada à RV. O presente trabalho tem como objetivo verificar se a visualização dos Cenários de Indução Afetiva 3D induz uma maior sensação de presença comparativamente aos seus homólogos apresentados com a tecnologia 2D. Apresentamos a 30 participantes saudáveis os Cenários de Indução Afetiva 3D em ambas as modalidades de visualização (2D vs.3D), simultaneamente efetuavam-se registros psicofisiológicos da Atividade Eletrodérmica e do Ritmo Cardíaco e, no final da visualização de cada cenário, aplicamos a escala de dominância do Self-Assessment Manikinadaptada para medir a presença, bem como o Slater-Usoh-Steed Questionnaire, que é um instrumento de autorrelato para avaliação da sensação de presença provocada. Os resultados globais sugerem que Cenários de Indução Afetiva 3D induzem uma maior sensação de presença, comparativamente aos seus homólogos apresentados na tecnologia 2D. Verificamos ainda que o cenário de valência desagradável provoca maior sensação de presença comparativamente com os cenários de valência agradável e neutro.

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.


Author(s):  
Ying-Chiao Tsao

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.


ASHA Leader ◽  
2007 ◽  
Vol 12 (14) ◽  
pp. 5-29
Author(s):  
Joseph Montano
Keyword(s):  

1998 ◽  
Vol 5 (1) ◽  
pp. 79A-79A
Author(s):  
S BUTLERMANUEL ◽  
K SUMMERVILLE ◽  
A FORD ◽  
A RILEY ◽  
F CHAN ◽  
...  

2016 ◽  
Vol 22 ◽  
pp. 12
Author(s):  
Laura Gray ◽  
Yogini Chudasama ◽  
Alison Dunkley ◽  
Freya Tyrer ◽  
Rebecca Spong ◽  
...  

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