scholarly journals User Experiences with a Virtual Alcohol Prevention Simulation for Danish Adolescents

2020 ◽  
Vol 17 (19) ◽  
pp. 6945
Author(s):  
Julie Dalgaard Guldager ◽  
Satayesh Lavasani Kjær ◽  
Patricia Lyk ◽  
Timo Dietrich ◽  
Sharyn Rundle-Thiele ◽  
...  
Keyword(s):  
Pilot Study ◽  
Focus Group ◽  
Real Life ◽  
Initial Study ◽  
Alcohol Prevention ◽  
Focus Group Interviews ◽  
School Students ◽  
User Experiences ◽  
Promising Tool ◽  
Group Interviews

This pilot study explores 31 Danish adolescent user experiences for the newly developed virtual party simulation app—Virtual Reality (VR) FestLab. The main objective of this study was to investigate usability for VR FestLab, which aims to improve alcohol resistance skills for Danish adolescents. A secondary objective was to understand gameplay experiences. The study is a mixed method study that draws on questionnaire data (n = 31) and focus group interviews (n = 10) of boarding school students participating in the pilot study. Descriptive statistics were used to examine quantitative data, and qualitative data were analyzed thematically. Quantitative findings indicated that gameplay experiences of the VR simulation were positive, and all User Experience Questionnaire (UEQ) items were answered positively. The focus group interviews showed that adolescents found the simulation to be realistic. Feedback indicated that the group pressure experienced in the simulation was regarded to be less than in real life. Adolescents had varying approaches to playing the VR simulation, they thought the quality of the simulation was good, and only a few users experienced technical difficulties. These initial study findings indicate that VR FestLab is a promising tool for the prevention of alcohol use among adolescents.

scholarly journals Characteristics of influential peers in the eyes of secondary school students: a mixed method study

2017 ◽  
Vol 18 (05) ◽  
pp. 429-440 ◽  
Author(s):  
Alice Y. Loke ◽  
Yim-wah Mak ◽  
Cynthia S.T. Wu
Keyword(s):  
Focus Group ◽  
Health Risk ◽  
Risk Behaviors ◽  
Mixed Method ◽  
At Risk Students ◽  
Health Risk Behaviors ◽  
Mixed Method Study ◽  
Focus Group Interviews ◽  
School Students ◽  
Group Interviews

Aim It is the aim of this study to explore the characteristics of influential peers identified by schoolmates, and the mechanism by which they exert their influence on their peers. Background Adolescent crowds are a salient influence on the health-risk behaviors of peers, contributing to adolescent substance use such as drinking alcohol, smoking cigarettes, and taking drugs. Methods A mixed method study. Three schools granted us access to students and those who had been nominated as influential by their peers. The students were asked to nominate and indicated the characteristics of peers whom they considered influential in a quantitative study. Those peers whom they considered influential were invited to take part in focus group interviews. A total of six focus group interviews were conducted, comprised of two groups from each school, with an average of seven participants in each group. Findings Students considered caring and friendliness (91.0%), being a buddy (88.5%), and entertaining/humor (86.8%) as the top three characteristics of influential peers. The interviews revealed that the students believed that they are influential because of their cheerfulness and humor, considerateness, ability to communicate, popularity and sociability, sincerity and trustworthiness, and because they possess the characteristics of a leader. They also believed that their power to influence came about through their helpfulness, accommodation, and the closeness of their relationships. Their influence was manifested in both positive and negative ways on the academic pursuits and health-risk behaviors of their peers. In order to engage at-risk students in health promotion programs, it is important to identify their influential peers, and to understand how adolescent friends may help one another to resist behaviors that pose a risk to their health.

scholarly journals Ortaokul Öğrencilerinin Epistemolojik İnançlarının Keşfedilmesinde Öğrenci Merkezli Bir Yaklaşım: Çiz-Yaz-Anlat Tekniği / A Student-Centered Approach to Explore Middle School Students’ Epistemological Beliefs: Draw-Write-Tell Technique

2018 ◽  
Vol 7 (3) ◽  
pp. 566 ◽  
Author(s):  
Servet Üztemur ◽  
Erkan Dinç
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Focus Group ◽  
Epistemological Beliefs ◽  
Sampling Technique ◽  
Word Knowledge ◽  
Focus Group Interviews ◽  
School Students ◽  
Group Interviews ◽  
Research Students

<p><strong>Abstract </strong></p><p>The purpose of this research is to explore the epistemological beliefs of middle school students by means of draw-write-tell technique which is formed from three phases. Designed as a qualitative phenomenological research, this study employs 96 students (51 female, 45 male) selected by convenience sampling technique. The participants were attending various grade levels of a state secondary school in Yunusemre district of Manisa province in 2017-2018 academic year. In the first stage of the research, students were asked to pencil draw five things reminding or representing them the word “knowledge”. In the second stage, each student was asked to select one drawing amongst five, which best meets the concept of “knowledge” according to her/his personal opinion and which is identified with “knowledge” the most and write down why she/he chose this one. In the third stage, a total of 12 different focus group interviews were conducted with 53 volunteering students amongst the ones having participated in the earlier research stages. The data obtained from the first stage was thematically analyzed, while the remaining data was analyzed phenomenologically. Research findings show that most of the students see the authorities and the objects out there as sources of knowledge. In the processes of knowledge acquisition, they also perceive themselves as passive recipients of any given knowledge. It is observed that it is possible to measure the epistemological beliefs of the students for the source of knowledge through the drawings and the accuracy and justification of knowledge through the written materials and focus group interviews. Research results show that draw-write-tell technique is a new approach useful and practical in measuring the epistemological beliefs of middle school students.</p><p><strong>Öz</strong></p><p>Bu araştırmanın amacı ortaokul öğrencilerinin epistemolojik inançlarını üç aşamadan oluşan çiz-yaz-anlat tekniğiyle keşfetmektir. Nitel araştırma temelinde fenomenoloji modeline göre desenlenen araştırmanın çalışma grubunu 2017-2018 öğretim yılında Manisa ili Yunusemre ilçesindeki bir devlet ortaokulunun kolay ulaşılabilir durum örneklemesi yöntemiyle her sınıf seviyesinden seçilmiş 96 öğrenci (51 kız, 45 erkek) oluşturmaktadır. Araştırmanın birinci aşamasında öğrencilere bilgi deyince akıllarına gelen beş farklı çizim (karakalem) yapmaları istenmiştir. İkinci aşamada öğrencilere bu beş çizim içerisinden kişisel görüşlerine göre bilgi kavramını en çok karşılayan ve bilgi ile en çok özdeşleşen bir tanesini seçip bu çizimi niçin seçtiklerini yazmaları istenmiştir. Üçüncü aşamada katılımcılar içerisinden gönüllülük esasına göre belirlenen 53 öğrenciyle toplam 12 odak grup görüşmesi yapılarak öğrencilerin yazdıkları metinleri daha ayrıntılı bir şekilde ifade etmeleri sağlanmıştır. Birinci aşamadan elde edilen veriler içerik olarak; ikinci ve üçüncü aşamada elde edilen veriler ise fenomenolojik olarak analiz edilmiştir. Araştırma bulguları; öğrencilerin büyük bir kısmının uzmanlar ve dış dünyadaki nesneleri bilginin kaynağı olarak gördüklerini ve bilgi edinme sürecinde kendilerini birer pasif bilgi alıcısı olarak algıladıklarını göstermiştir. Çizimler aracılığıyla öğrencilerin bilginin kaynağına yönelik; yazılı metinler ve odak grup görüşmeleriyle de bilginin kesinliği ve doğrulanması boyutuna yönelik epistemolojik inançlarının tespit edilebildiği görülmüştür. Araştırma sonuçları; yeni bir yaklaşım olan çiz-yaz-anlat tekniğinin ortaokul öğrencilerinin epistemolojik inançlarının ölçülmesinde faydalı ve kullanışlı olduğunu göstermiştir.</p>

scholarly journals The Effectiveness of Applying Multimedia Web-Based Technologies in Culinary Skills Training

2015 ◽  
Vol 3 (2) ◽  
pp. 131 ◽  
Author(s):  
Liwei Hsu ◽  
Ming-Yu Chang Chien ◽  
Ming-Yu Chang Chien
Keyword(s):  
High School Students ◽  
Focus Group ◽  
Skills Training ◽  
Focus Group Interviews ◽  
School Students ◽  
Web Based ◽  
Group Interviews ◽  
Qualitative Part ◽  
And Control ◽  
Experimental Group

This study was designed to investigate the effectiveness of the use of multimedia web-based technologies in culinary skills training with a mixed method. One hundred high school students of hospitality programme in Taiwan were recruited and randomly assigned to experimental and control groups respectively using multimedia web-based educational technologies and traditional educational methods, with two dishes (one basic and one advanced) as target contents to be learned and delivered. The findings indicated that the experimental group performed better on both dishes. The effect size validated the applicability of multimedia web-based technologies in culinary skills training. A focus group of 10 interviewees from the experimental group were formed for qualitative part of research. Furthermore, results of focus group interviews revealed that convenience was mentioned by eight interviewees as a benefit of the experimental instructional method, while the ability to present material with captions was seen as the most significant functionality.

scholarly journals Interaction Between Significant Adult and Toddler in Russia and Vietnam

2019 ◽  
Vol 24 (6) ◽  
pp. 47-62
Author(s):  
I.N. Galasyuk ◽  
T.V. Shinina ◽  
A.A. Shvedovskaya ◽  
I.G. Morozova ◽  
E.V. Efremova ◽  
...  
Keyword(s):  
Early Childhood ◽  
Comparative Analysis ◽  
Pilot Study ◽  
Focus Group ◽  
Focus Group Interviews ◽  
Cultural Contexts ◽  
Neurocognitive Development ◽  
Child Interaction ◽  
Group Interviews

The article discusses the role of child interaction with a significant adult (parent, kindergarten teacher, caregiver) in child’s neurocognitive development within socio-cultural contexts of Russia and Vietnam.The article presents the results of a pilot study that included focus group interviews with kindergarten specialists from Russia and Vietnam.The pilot study sample consisted of 74 participants (72 women, 2 men), aged 32 to 54 years (M = 43.04; SD = 6.61).Of these, Russian participants (10 cities) — 42 people (40 women and 2 men) aged 32 to 50 (M = 40.19; SD = 6.28) and Vietnamese participants (1 city) — 32 people (32 women) aged 38 to 54 years (M = 46.67; SD = 5.12).The interviews followed the questionnaire developed by the authors.It consisted of 21 open-ended questions grouped in 3 blocks: Block 1.What characteristics and skills should be developed during early childhood? Where and how should these be developed? Block 2.How are children under 3 years of age developed? Block 3.Who is involved in the development of a child under 3 years of age? A comparative analysis of the responses of the Russian and Vietnamese kindergarten specialists revealed no significant differences between the groups, which suggests similarities in educational and developmental strategies of young children in a kindergarten environment.

scholarly journals Understanding Pakistani Science Students’ Memorization Cognitive Processing Strategies in the Context of Their Culture, Socio-Economic Class and Education System

2019 ◽  
Vol IV (II) ◽  
pp. 224-232
Author(s):  
Rafaquat Ali ◽  
Abid Shahzad ◽  
Syed Zubair Haidar
Keyword(s):  
Focus Group ◽  
Cognitive Processing ◽  
Science Students ◽  
Focus Group Interviews ◽  
School Students ◽  
Qualitative Approaches ◽  
Processing Strategies ◽  
Culture Teaching ◽  
Group Interviews ◽  
Teaching Learning

Students use cognitive processing strategies (CPS) to learn from learning content. Each kind of CPS leads to specific kind of learning outcomes. The CPS may be broadly grouped into rehearsal, organization and elaboration. The culture, teaching learning situations and students conceptions limit choices to use different CPS. Because of contextual nature of students CPS, qualitative approaches appeared advantageous to explore students CPS. In this study, focus group interviews were used to discover Pakistani students opinions of their CPS. The public-e school students of Punjab were the population of the study. Purposive sampling was used to select sample to conduct focus group interviews. Students views were analysed by implying applied thematic analysis. Rehearsal in its passive form was the sole CPS recognisable in students views. Different aspects and characteristics of rehearsal behaviour were discussed in the context of Pakistani science students culture, teaching methods, parallel education systems and social class

scholarly journals Students’ Perceptions of Two Spelling Techniques: Copy, Cover, and Compare and Flip Folder

2020 ◽  
Vol 13 (7) ◽  
pp. 67
Author(s):  
Saad Althobaiti
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
Focus Group Interviews ◽  
School Students ◽  
Learning Achievement ◽  
Student Responses ◽  
Spelling Instruction ◽  
Word Spelling ◽  
Group Interviews

This interpretivist research aimed at exploring students&rsquo; opinions regarding two spelling instruction techniques, Copy, Cover, and Compare (CCC) and Flip Folder. Twenty high school students who previously received spelling instruction using one of these two techniques participated in semi-structured focus group interviews to give their opinions about each technique. They were divided into three groups for which three questions were asked to collect feedback about each technique. Student responses varied and included suggestions for improvements to these techniques: introducing a revision plan to memorize the learned words, creating word spelling lists, increasing the repetition of words, and taking a weekly test to assess their learning achievement.

Menstruation Experiences of Middle and High School Students in the Midwest: A Pilot Study

2020 ◽  
pp. 105984052097423
Author(s):  
Molly Secor-Turner ◽  
Andrea Huseth-Zosel ◽  
Rachel Ostlund
Keyword(s):  
High School Students ◽  
Pilot Study ◽  
School Attendance ◽  
School Setting ◽  
The United States ◽  
Focus Group Interviews ◽  
School Students ◽  
Menstrual Hygiene ◽  
Multiple Challenges ◽  
Group Interviews

The purpose of this pilot study was to expand understanding of the experience of menstruation for girls in the United States and its impact in the school setting. A qualitative approach was used to gather data from focus group interviews. Descriptive content analysis was used to categorize the range and types of menstruation experiences described by 12 participants aged 12–16 years. Findings revealed four main themes: (1) learning about menstruation, (2) experiencing menstruation, (3) managing menstruation, and (4) social norms and meaning of menstruation. Participants described multiple challenges faced learning about and experiencing menstruation, especially in the school setting. Participants described the limited understanding of menstruation experiences and confusion about the use of menstrual hygiene products. Challenges experienced at school included not having adequate access to menstrual hygiene products, limited time for changing products, fear of leaking menstrual blood, and impacts on school attendance. School nurses are well-positioned to contribute to creating school environments that are supportive of menstruation.

Consumer behaviour of Brazilian primary school students: findings from focus group interviews

2008 ◽  
Vol 32 (2) ◽  
pp. 157-162 ◽  
Author(s):  
Giovanna Medeiros Rataichesck Fiates ◽  
Renata Dias de Mello Castanho Amboni ◽  
Evanilda Teixeira
Keyword(s):  
Focus Group ◽  
Primary School ◽  
Consumer Behaviour ◽  
Primary School Students ◽  
Focus Group Interviews ◽  
School Students ◽  
Group Interviews

scholarly journals Using the ‘huddle’ to enhance interprofessional teamwork among nursing students through a podcast: a qualitative and exploratory pilot study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Ingunn Aase ◽  
Ingrid Tjoflåt ◽  
Kristin Hjorthaug Urstad
Keyword(s):  
Clinical Practice ◽  
Pilot Study ◽  
Nursing Students ◽  
Focus Group ◽  
Educational Institution ◽  
Focus Group Interviews ◽  
Learning Tool ◽  
Interprofessional Teamwork ◽  
Group Interviews ◽  
Speak Up

Abstract Background Interprofessional teamwork is crucial for fostering healthcare performance and for minimizing adverse events. The daily huddle is an important arena for interprofessional interaction and communication between nurses and physicians in hospitals. Although prevalence strongly rooted in clinical practice, the huddle does not seem to be a prioritized area in nursing education programs. Taking part in a huddle is traditionally something nursing students learn in their clinical studies. Therefore, there is need for learning tools that can provide nursing students with quality assured training that can improve their preparation for interprofessional teamwork and strengthen the link between the educational institution and the field of practice. In this study, we have developed and tested a podcast to increase nursing students’ competence in interprofessional teamwork when participating in huddles. The aim of the pilot study was to explore nursing students’ experiences with utilizing a huddle-focused podcast as a learning tool during their clinical practice studies in the hospital. Method This qualitative and exploratory pilot study used focus group interviews. Eleven third-year nursing students who had listened to the podcast during their practical studies at a medical hospital ward were included. The interviews were subjected to content analysis. Result The analysis identified four categories that resonated across all participants in the focus group interviews: 1. understanding one’s own role in the huddle; 2. being encouraged to speak up; 3. using the huddle as a flexible learning tool; and 4. being authentic but not always realistic. Conclusion Findings indicate that the huddle-focused podcast seems to be valuable for nursing students learning about interprofessional teamwork. The podcast seemed especially useful in helping the students to understand their own role and to speak up in the huddle meetings. The positive experiences with the flexibility of the podcast learning tool are promising for use in other educational settings.

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