Emotive Form Design

2017 ◽  
Vol 4 (11) ◽  
pp. 205-213
Author(s):  
Ana Filomena Curralo
Keyword(s):  
Decision Making ◽  
Product Design ◽  
Positive Emotions ◽  
First Year ◽  
Visual Thinking ◽  
First Year Students ◽  
Basic Emotions ◽  
Human Wellbeing ◽  
Form Design ◽  
Pencil And Paper

Emotions are recognised as vital for human wellbeing and happiness, so are objects. However, studies on the practical use of emotions in product design remain limited. This academic project promoted the pedagogical encounter between emotions/dyads and the morphology/shape of products, based on the Plutchik’s Emotion Wheel. The purpose is to improve and develop future designers’ awareness of the emotive character of forms. In a visual thinking exercise, first-year students chose eight basic emotions to develop the forms of an ‘emotional chair’, drawing with pencil and paper to allow visual thinking and interpretation. The findings suggest that the Emotion Wheel is useful to reflect and manipulate forms to convey meaning, helping designers understand how to use emotive shapes for idea development and decision-making in the design process. This paper can contribute to teaching product design targeting emotional products, and offers guidance on how to evoke positive emotions through products. Keywords: Product design, drawing, emotions, forms.

scholarly journals Algorithm for Assessment of Students’ Individual Choice of Sports Sections

2016 ◽  
pp. 21-26
Author(s):  
Ж. О. Цимбалюк ◽  
Л. В. Коник ◽  
В. А. Тихонова
Keyword(s):  
Decision Making ◽  
Factor Analysis ◽  
Hierarchical Model ◽  
University Research ◽  
First Year ◽  
Sports Facilities ◽  
Individual Choice ◽  
First Year Students ◽  
Language And Literature ◽  
Hierarchy Analysis

Research objective. To develop a model of students’ decision-making when individually choosing a sports section. Research methods: The study relies on the analysis of scientific and methodological literature, questionnaires, and factor analysis. The participants in the study were 55 first-year students (2015 enrollment year) of the School of Ukrainian Language and Literature of H.S. Skovoroda Kharkiv National Pedagogical University. Research results. The analysis of the questionnaires showed diverse motivational choices. The factor analysis revealed the prevailing motifs. The study comes up with a hierarchical model of students’ choice of a training section by a particular sport, and determines the system of subjective values of each student in points. Conclusions. The model developed by the hierarchy analysis allows to take into account all the variants of priorities in the students’ motivational choice. The method of hierarchy analysis allows to objectively process the subjective advantages seen by the students (who do not have any sports experience) when choosing a training section in the opted-for sport. This, in its turn, cultivates a steady motivation for physical education, allows to determine the required number of sports sections, and to distribute the educational and sports facilities at the higher educational university.

scholarly journals Creating Significant Learning Experiences for Clinical Reasoning by Physical Therapist Students

2019 ◽  
Author(s):  
Lois Stickley
Keyword(s):  
Decision Making ◽  
Clinical Reasoning ◽  
Curriculum Design ◽  
Clinical Decision Making ◽  
Physical Therapist ◽  
Learning Experiences ◽  
First Year ◽  
Clinical Decisions ◽  
First Year Students ◽  
Significant Difference

Background: Clinical reasoning skills are embedded in all aspects of practice. There is a lack of consensus and standards for curriculum design and teaching methods of clinical reasoning in entry-level education of health professionals. Purpose: The purpose was to describe a process of designing one comprehensive, planned sequence of four courses to create significant learning experiences for clinical reasoning for Doctor of Physical Therapy students. Method: Fink’s design process was used to develop four clinical decision-making courses to ensure a close alignment of learning goals, feedback and assessment, and learning activities to engage students in practicing components of clinical reasoning. Student outcomes were measured by self-efficacy ratings for clinical reasoning in a practical exam for first-year students and by ratings of performance by clinical instructors for third-year students. Results: 41 first-year students ranked their confidence in making clinical decisions both before and after a midterm practical. A paired t-test found a significant difference (.05t40 = -6.66, ρ=0.00) in the mean ratings of students from the pre-practical assessment to the post-practical assessment about confidence in making clinical decisions. Third-year students received ratings that met or exceeded expectations on five audited skills from the Physical Therapist manual for the Assessment of Clinical Skills (PT MACS), both at midterm and at the final assessment. No significant differences between midterm and final ratings on any of the selected skills were found using a Chi-Square Test of Independence (α=.05). Conclusion: The four-course sequence was designed using four themes: patient-centered care, models of practice, and evidence-based practice, and ethics/legal issues. This paper offers specific details about how one method of teaching clinical reasoning meets the current trends in education and health care for accountability and meaningful outcomes. Students gained practical knowledge and skills in the components of clinical reasoning and decision-making by participating in active and engaging significant learning experiences.

scholarly journals “I Feel Like a Guinea Pig”: Emotional Responses to the Online Pivot

2021 ◽  
pp. 303-311
Author(s):  
Elaine Beirne ◽  
Mairéad Nic ◽  
Mark Brown
Keyword(s):  
Public Health ◽  
Online Learning ◽  
Thematic Analysis ◽  
Positive Emotions ◽  
Emotional Responses ◽  
First Year ◽  
Emotional Experiences ◽  
First Year Students ◽  
Institutional Strategies ◽  
Support Students

This paper reports on the emotional experiences of first year students as they prepared to start their higher education online because of Covid-19 public health precautions. Emotion research holds important insights for the development of pedagogical and institutional strategies to support students adapt to the increased focus on online learning both now and into the future. Students’ responses to a survey embedded at the beginning of an online learning preparatory MOOC were analysed to identify (a) the anticipatory emotions they were experiencing towards online learning, and (b) what they perceived to be the sources of those emotions. Findings revealed that anxiety was the prevailing emotion, although positive emotions, such as excitement and hope, were also reported. A thematic analysis identified seven over-arching sources of those emotions as described by the students. This paper concludes by briefly discussing the implications for educators.

scholarly journals Effect of Mobile-Augmented Reality (MAR) in Digital Encyclopedia on The Complex Problem Solving and Attitudes of Undergraduate Student

2021 ◽  
Vol 16 (07) ◽  
pp. 119
Author(s):  
Alfyananda Kurnia Putra ◽  
Sumarmi Sumarmi ◽  
Alfi Sahrina ◽  
Azni Fajrilia ◽  
Muhammad Naufal Islam ◽  
...  
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Augmented Reality ◽  
Quantitative Research ◽  
Complex Problem ◽  
Control Group ◽  
First Year ◽  
Mobile Augmented Reality ◽  
Complex Problem Solving ◽  
First Year Students

The study aimed to determine the effect of mobile aug-mented reality in the digital encyclopedia on complex problem-solving ability and responsible decision making attitude of first-year students. The research was a quasi-experiment (quantitative research) with pre-test and posttest methods. The population was first-year students of 2019/2020 in the Geography Education program, Faculty of Social Sci-ences, State University of Malang. The experimental group was from the PGEO6006-L class, and the control group was from the PGEO6006-A class, totaled 73 participants. Data were collected using a qualitative method using interviews and a quantitative method using a questionnaire for 4 weeks. The data analysis used an independent t-test to determine the effect of mobile augmented reality on students' complex problem-solving ability and responsible decision making atti-tude in Cosmography class. The results indicated that mobile augment-ed reality in the digital encyclopedia has a significant effect on stu-dents' complex problem-solving ability and responsible decision mak-ing attitude.

scholarly journals PECULIARITIES OF STUDENTS’ EMOTIONAL STATES AT LABORATORY LEARNING CLASSES

2020 ◽  
pp. 40-47
Author(s):  
Hrytsuk O.V.
Keyword(s):  
Empirical Study ◽  
Positive Emotions ◽  
Statistical Significance ◽  
Well Being ◽  
Primary Data ◽  
First Year ◽  
Emotional States ◽  
Self Assessment ◽  
First Year Students ◽  
Level Of Activity

Мета. Статтю присвячено вивченню емоційних станів хлопців і дівчат залежно від виду навчаль-ного заняття у вищій школі. Метою роботи є виявлення особливостей складових частин емоційних станів студентів на лабораторних заняттях у виші залежно від курсу навчання. Методи. Психодіагностичним інструментарієм використано «Тест диференційованої самооцінки функціонального стану». Отримані первинні дані оброблено за допомогою пакету STATISTICA 12.0.Результати. Проведене дослідження дало змогу встановити, що у студентів самопочуття на лабораторних навчальних заняттях має позитивні ознаки, причому у дівчат рівень їх вираженості статистично значущо вищий, ніж у хлопців. Студенти почуваються сильними, витривалими, пра-цездатними, бадьорими. На лабораторних заняттях вони можуть проявити особистісні якості, такі як самостійність, ініціативність, лідерські, організаторські й комунікативні здібності. У студентів вираженість активності на лабораторних навчальних заняттях має позитивні ознаки. На лабораторних заняттях у студентів виражене бажання працювати й розмірковувати, вони активні, швидкі, діяльні, уважні, виконують різноманітні практико-орієнтовані завдання, відчувають захопленість ходом занять. У хлопців і у дівчат міра вираженості настрою на лабораторних навчальних заняттях статистично значущо не відрізняється. Загалом студенти мають гарний настрій на лабораторних заняттях. Вони оптимістичні, задоволені, щасливі, спокійні, життєрадісні, веселі. Висновки. Pезультати проведеного дослідження встановили, що у студентів самопочуття на лабораторних навчальних заняттях має позитивні ознаки, причому у дівчат рівень їх вираженості статистично значущо вищий, ніж у хлопців. У студентів вираженість активності на лабораторних навчальних заняттях має позитивні ознаки, причому у хлопців показники за цією шкалою статистично незначущо вищі, ніж у дівчат. У хлопців і у дівчат міра вираженості настрою на лабораторних навчальних заняттях статистично значущо не відрізняється. Ключові слова: емоційний стан, самопочуття, активність, настрій, статистична значущість. Purpose. The article is devoted to the study of the emotional states of boys and girls depending on the type of educational classes in high school. The aim of the paper is to identify the features of the severity of the components of the emotional states of the students at laboratory classes at universities, depending on the course of study.Methods. The empirical study has been conducted with the help of the test of differentiated self-assessment of the functional state. The obtained primary data have been processed using the STATISTICA 12.0 package.Results. It has been found that the students feel well at laboratory classes, and the girls have a statistically significantly higher level of expression of this feeling than the boys have. The students feel themselves strong, enduring, hard-working, energetic. They demonstrate their personal qualities, such as independence, initiative, leadership, organizational and communication skills. The severity of their activity at laboratory classes has positive signs. The students have a desire to work and to think. They are active, fast, attentive. They perform a variety of practice-oriented tasks, feel fascinated by the course. The degree of mood at laboratory classes does not differ statistically significantly at boys and girls. In general, the students are in a good mood at laboratory classes. For the average scores, the mood of boys has higher values than the mood of girls. They are optimistic, satisfied, happy, calm, cheerful. The students perform various types of work at laboratory classes, which increases their interest to the research and cognitive activities and forms an internal motivation to learn. The lowest rates of well-being at laboratory classes have the students of the fourth course. The highest rates of well-being have the students of the fifth course. The fifth-year students have the lowest level of activity at laboratory classes, and the first-year students have the highest level of activity. The highest indicators at laboratory classes are in the fifth year of education, and the lowest indicators are in the fourth year of education.Conclusions. The results of the empirical study have shown that the students have positive emotions at laboratory classes, and the girls have a statistically significantly higher level of well-been than the boys have. The severity of activity at laboratory classes has positive signs, and the measure of severity of the boys on this scale is statistically slightly higher than of the girls. The degree of mood of the boys and the girls at laboratory classes does not differ statistically significantly.Key words: emotional state, well-being, activity, mood, statistical significance.

scholarly journals Using Rubrics to Collect Evidence for Decision-Making: What do Librarians Need to Learn?

2007 ◽  
Vol 2 (3) ◽  
pp. 27 ◽  
Author(s):  
Megan Jane Oakleaf
Keyword(s):  
Decision Making ◽  
Information Literacy ◽  
Reliability And Validity ◽  
Quality Data ◽  
First Year ◽  
Online Information ◽  
State University ◽  
First Year Students ◽  
North Carolina State University ◽  
Expert Status

Objective - Every day, librarians make decisions that impact the provision of library products and services. To formulate good decisions, librarians must be equipped with reliable and valid data. Unfortunately, many library processes generate vast quantities of unwieldy information that is ill-suited for the evidence based decision-making (EBDM) practices librarians strive to employ. As a result, librarians require tools that facilitate the translation of unmanageable facts and figures into data that can be used to support decision-making. One such tool is a rubric. Rubrics provide at least four major benefits to librarians seeking to use EBDM strategies and merit further investigation. To this end, this study examined 1) librarians’ ability to use rubrics as a decision facilitation tool, 2) barriers that might prevent effective rubric usage, and 3) training topics that address potential barriers. Methods - This study investigated librarians’ use of rubrics as an EBDM tool to improve an online information literacy tutorial. The data for the study came from student responses to open-ended questions embedded in an online information literacy tutorial called LOBO used by first-year students in English 101 at North Carolina State University (NCSU). Fifteen academic librarians, five instructors, and five students applied rubrics to transform students’ textual responses into quantitative data; this data was statistically analyzed for reliability and validity using Cohen’s kappa. Participant comment sheets were also examined to reveal potential hurdles to effective rubric use. Results - Statistical analysis revealed that a subset of participants included in this study were able to achieve substantially valid results. On the other hand some librarian participants included in the study were unable to achieve an expert level of validity. Non-expert participants alluded to roadblocks that interfered with their ability to provide quality data using rubrics. Conclusions - Participant feedback can be categorized into six barriers that may explain why some participants could not attain expert status: 1) difficulty understanding an outcomes-based approach, 2) tension between analytic and holistic rubric structures, 3) failure to comprehend rubric terms, 4) disagreement with rubric assumptions, 5) difficulties with data artifacts, and 6) difficulties understanding local library context and culture. Each of these barriers can be addressed through training, and topics to maximize the usefulness of a rubric approach to EBDM are suggested.

Introductory Engineering Decision-Making: Guiding First-Year Students to Relativism in Software Design

2019 ◽  
Vol 62 (3) ◽  
pp. 199-208
Author(s):  
Christopher Rennick ◽  
Carol C. W. Hulls ◽  
Kenneth N. McKay
Keyword(s):  
Decision Making ◽  
Software Design ◽  
First Year ◽  
First Year Students

scholarly journals Razlogi za študij medicine in dentalne medicine pri študentih prvega letnika Medicinske fakultete v Ljubljani

2017 ◽  
Vol 86 (7-8) ◽  
Author(s):  
Janja Omejec ◽  
Ana Stepišnik ◽  
Polona Selič ◽  
Marija Petek Šter
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Human Health ◽  
Communication Skills ◽  
First Year ◽  
Clinical Knowledge ◽  
Self Assessment ◽  
Good Doctor ◽  
First Year Students ◽  
Knowledge Communication

Aim: In addition to clinical knowledge, communication skills and sovereign decision making, a good doctor is also expected to posses Aim: In addition to clinical knowledge, communication skills and sovereign decision making, a good doctor is also expected to posses professional values, including the ability to establish empathic relationships with patients.The purpose of the study was to identify the reasons that lead students to choose the study of dental medicine/medicine, and determine the level of emphaty in relation to the choice of study in the first year students of the Faculty of Medicine in Ljubljana.Methods: For the needs of the research we developed a questionnaire, which included basic data on students, their reasons for choosing the study of medicine or dental medicine and the Jefferson scale of empathy–version for students (JSE-S version with a modified scale with 16 arguments). The questionnaire was forwarded to all 227 first-year students in the academic year 2014/15 at the completion of the Communication course.Results: The study involved a total of 216 (response 95.2 %) students; 158 medical students and 58 students of dental medicine. Among the reasons for enrollment to the Medical Faculty, the highest proportion of medical students indicated a desire to help people (85.3 %), a desire to improve human health (78.8 %) and a desire to work with people (64.7 %); 28.8 % of the medical students chose the argument „because employment is guarantee”, while 14.1 % of medical students believed the argument „because it is well paid“ was the reason to choose the study of medicine.The students of dental medicine most often choose the following answers: a desire to help people (87.9 %), a desire to improve human health (74.1 %), followed by a desire to work with people (65.5 %). The argument “because employment is guaranteed” convinced 50 % of the students, and the argument “because the pay is good” convinced 46.6 %.Three claims were significantly associated with self-assessment of empathic stance: the arguments “because I want to help people” (91.08 ± 10.65 vs. 86.61 ± 12.56; p = 0.037) and »because I want to work with people” (91.82 ± 10.18 vs. 87.90 ± 12.11; p = 0.012) were associated with a greater self-assessmentwhile the argument “because the pay is good” (91.36 ± 11.41 vs. 87.29 ± 9.01; p = 0.023) was associated with a lower self-assessment of empathic stance.Conclusion: Students who want to help people have higher level of self-assessment of empathic stance. The task of a medical faculty is to ensure that students whose choice of study is based on their humanist values are encouraged to have those values further developed and put into practice during their study.

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