scholarly journals Children’s Use of and Experiences With a Web-Based Perioperative Preparation Program: Directed Content Analysis (Preprint)

2019 ◽  
Author(s):  
Gunilla Lööf ◽  
Nina Andersson-Papadogiannakis ◽  
Charlotte Silén
Keyword(s):  
Outpatient Surgery ◽  
Pediatric Care ◽  
Study Phase ◽  
Preparation Program ◽  
Phase 3 ◽  
Web Based ◽  
Children’S Learning ◽  
Educational Framework ◽  
Children's Learning

BACKGROUND Web-based technology is useful as an alternative means of providing preparation programs to children in pediatric care. To take full advantage of Web-based technology, there is a need to understand how children use and learn from such programs. OBJECTIVE The objective of this study was to analyze children’s use of and experiences with a Web-based perioperative preparation program in relation to an educational framework of children’s learning. METHODS This study is the final part of a three-phase study in which all families with children aged 3 to 16 years (N=32) admitted for outpatient surgery over 1 week were asked to participate. Children were interviewed before (phase 1) and after (phase 2) anesthesia and surgery and 1 month after hospitalization (phase 3). The data in this study (phase 3) relate to six children (5 to 13 years) who participated in the follow-up interviews in their homes a month after hospitalization. The study used a directed qualitative interpretative approach. The interviews were conducted in a semistructured manner as the children—without guidance or influence from the interviewer—visited and navigated the actual website. The data were analyzed based on a combination of the transcribed interviews and field notes, and were subjected to a previous theoretical investigation based on children’s learning on a website in pediatric care. RESULTS Six children, five boys (5-12 years) and one girl (13 years), participated in the follow-up study in their homes a month after hospitalization. The children were selected from the 22 initially interviewed (in phases 1 and 2) to represent a variation of ages and perioperative experiences. The children’s use of and experiences with the website could be explained by the predetermined educational themes (in charge of my learning, discover and play, recognize and identify, and getting feedback), but additional aspects associated with children’s need for identification, recognition, and feedback were also revealed. The children used the website to get feedback on their own experiences and to interact with and learn from other children. CONCLUSIONS This analysis of children’s use of and experiences with a Web-based preparation program emphasizes the importance of including a theoretical educational framework of children’s learning in the development and design of websites in pediatric care. Creating opportunities for Web-based communication with others facing similar experiences and possibilities for receiving feedback from adults are important factors for future consideration.

scholarly journals LACLOD: Learning Analytics for Children’s Logic Development

2021 ◽  
Vol 13 (2) ◽  
pp. 1-14
Author(s):  
Suzani Mohamad Samuri ◽  
Dorroity Anak Emang ◽  
Rahmadi Agus ◽  
Bahbibi Rahmatullah ◽  
Nurul Salini Mohamed Salleh ◽  
...  
Keyword(s):  
Learning Analytics ◽  
User Interaction ◽  
Web Based ◽  
Children’S Learning ◽  
Female Children ◽  
Children's Learning

Learning Analytics for Children's Logic Development (LACLOD) is a web-based and mobile friendly learning analytic platform for assessing the logic development of children age 3 to 4 years old in TASKA PERMATA UPSI Malaysia. The platform is developed using Unity and connected through Google Analytics (GA) plugin where it tracked the user interaction for the application. LACLOD is designed only for mobile or tablet which is using Android. In this paper, the development of this learning analytic platform is presented. For evaluation of this system, observation and survey have been used, to get the feedback from 2 teachers (female) and 3 children (2 female and 1 male). Based on the evaluation, it can be seen that there are still rooms for improvement. Female children found it quit hard to understand the game but the male children looked satisfy because he knew on how to navigate the app and he actively played the app by himself. As for teachers, the acceptance to this kind of assessment is moderate, however they agree that this application can better improve the children’s learning especially in logic development.

scholarly journals Children balance theories and evidence in exploration, explanation, and learning.

2018 ◽  
Author(s):  
Elizabeth Bonawitz ◽  
Laura Schulz ◽  
Tessa J.P. van Schijndel ◽  
Daniel Friel
Keyword(s):  
Center Of Mass ◽  
Auxiliary Variable ◽  
Auxiliary Variables ◽  
Novelty Preference ◽  
Prior Beliefs ◽  
Children’S Learning ◽  
Geometric Center ◽  
Children's Learning

We look at the effect of evidence and prior beliefs on exploration, explanation and learning. In Experiment 1, we tested children both with and without differential prior beliefs about balance relationships (Center Theorists, mean: 82 months; Mass Theorists, mean: 89 months; No Theory children, mean: 62 months). Center and Mass Theory children who observed identical evidence explored the block differently depending on their beliefs. When the block was balanced at its geometric center (belief-violating to a Mass Theorist, but belief-consistent to a Center Theorist), Mass Theory children explored the block more, and Center Theory children showed the standard novelty preference; when the block was balanced at the center of mass, the pattern of results reversed. The No Theory children showed a novelty preference regardless of evidence. In Experiments 2 and 3, we follow-up on these findings, showing that both Mass and Center Theorists selectively and differentially appeal to auxiliary variables (e.g., a magnet) to explain evidence only when their beliefs are violated. We also show that children use the data to revise their predictions in the absence of the explanatory auxiliary variable but not in its presence. Taken together, these results suggest that children’s learning is at once conservative and flexible; children integrate evidence, prior beliefs, and competing causal hypotheses in their exploration, explanation, and learning.

Action required: Web-based personnel surveys and the importance of follow-up

2003 ◽  
Author(s):  
Lori Foster Thompson ◽  
Eric A. Surface ◽  
Don L. Martin ◽  
Gary B. Barrett
Keyword(s):  
Web Based
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