Learning While Playing

2009 ◽  
pp. 1449-1459
Author(s):  
Kalle Jegers ◽  
Carlotte Wiberg
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Performance Feedback ◽  
Design Guidelines ◽  
General Design ◽  
Usability Problems ◽  
Different Types ◽  
Group Meetings ◽  
And Performance ◽  
Initial Results

This chapter reports on the initial results of a study conducted in the project FunTain. The main purpose was to identify general guidelines/implications for edutainment games, in order to guide designers of such games as they often lack in design guidelines. Usability evaluations were conducted on an edutainment game in order to find usability problems. These findings were analyzed and used as input in focus group meetings, held with joint teams of game designers and HCI experts. The outcome of the focus groups was a proposal of a list of ten general design guidelines. Findings indicate that users had problems in understanding the underlying model for the game as well as identifying the knowledge related content. Experts, further, gave comments about feedback problems and different types of consistencies. Some of the implications from the findings are guidelines for earning and loosing points, scoring and performance feedback and game object characteristics.

Learning While Playing

2005 ◽  
pp. 122-138
Author(s):  
Kalle Jegers ◽  
Charlotte Wiberg
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Performance Feedback ◽  
Design Guidelines ◽  
General Design ◽  
Usability Problems ◽  
Different Types ◽  
Group Meetings ◽  
And Performance ◽  
Initial Results

This chapter reports on the initial results of a study conducted in the project FunTain. The main purpose was to identify general guidelines/implications for edutainment games, in order to guide designers of such games as they often lack in design guidelines. Usability evaluations were conducted on an edutainment game in order to find usability problems. These findings were analyzed and used as input in focus group meetings, held with joint teams of game designers and HCI experts. The outcome of the focus groups was a proposal of a list of ten general design guidelines. Findings indicate that users had problems in understanding the underlying model for the game as well as identifying the knowledge related content. Experts, further, gave comments about feedback problems and different types of consistencies. Some of the implications from the findings are guidelines for earning and loosing points, scoring and performance feedback and game object characteristics.

Toward More Usable Pictorial Assembly Instructions for Children

2007 ◽  
Vol 51 (17) ◽  
pp. 1025-1028
Author(s):  
Cortney V. Martin
Keyword(s):  
Young Children ◽  
Motor Development ◽  
Design Guidelines ◽  
Physical Characteristics ◽  
Usability Problems ◽  
Cognitive Overload ◽  
Assembly Instructions ◽  
And Performance ◽  
Bottom To Top ◽  
Toy Assembly

Age-rating guidelines for construction toys are based on the physical characteristics of the toy and not necessarily the attributes of the accompanying instructions. Many construction toys are intended for children as young as six years old, but it is unclear how effectively they can use accompanying pictorial toy assembly instructions. This study examined the usability of four sets of toy instructions by K'NEX®, LEGO®, BIONICLE®, and Lincoln Log®, as used by six- and nine-year-old boys and girls. Significant usability problems impacting engagement and performance were evident including: color inaccuracies, cognitive overload, attention tunneling, bottom-to-top step sequencing, and complex graphic syntax. The research yielded design guidelines to enhance the effectiveness of pictorial assembly instructions for young children. It is important that instructions not discourage children from interacting with building and construction toys thus depriving them of important cognitive and motor development opportunities.

scholarly journals Nursing homes: engaging patients and staff in healing garden design through focus group interviews

2012 ◽  
Author(s):  
Giulio Senes ◽  
Natalia Fumagalli ◽  
Rosella Crippa ◽  
Francesca Bolchini
Keyword(s):  
Nursing Homes ◽  
Focus Group ◽  
Focus Groups ◽  
Participatory Design ◽  
Design Guidelines ◽  
Patient Specific ◽  
Natural Setting ◽  
Garden Design ◽  
Adult Day Services ◽  
Healing Garden

Patient-specific gardens can provide general benefits related to the restorative effects of nature and respond to the specific needs of a particular patient population. These needs are to be considered in the design of outdoor space for healthcare. Our goal was to design a patient-specific garden for elderly people who live in Nursing Homes and Adult Day Services (RSA Famagosta, Milano). A participatory design process was used through the organization of focus groups. A focus group is a form of qualitative research in which a group of people are asked about a topic. Focus groups allowed us to study residents and staff in a more natural setting than a one-to-one interview. With this approach, users work closely together to create a program that has been implemented by landscape architects to design a patient-specific garden. The participatory process involving designers and clinical staff and residents has been appreciated because the users felt involved in the decision process. Focus group approach has proved to be useful to provide information ohealing garden user needs: the findings were useful to draw design guidelines that has been incorporated into the “garden design”.

scholarly journals Western-Educated Faculty Challenges in a Gulf Classroom

2005 ◽  
Vol 2 (1) ◽  
pp. 3-23
Author(s):  
Nancy Sonleitner ◽  
Maher Khelifa
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Learning Strategies ◽  
Arabian Gulf ◽  
New Faculty ◽  
First Semester ◽  
Focus Group Data ◽  
And Performance ◽  
The Uk ◽  
Teaching Learning

The purpose of this study was to investigate challenges for new Western/Western-educated faculty and their responses to those challenges as they began teaching at a national women’s University located in the Arabian Gulf. Twenty-four new faculty were recruited for the study. Faculty were hired from America, the UK, Canada, and Australia to provide an American-like education to students. 75% percent of participants were native English speakers, and 54% had not taught in a foreign university before. Before arriving in the country to begin teaching, the participants were asked to complete a questionnaire measuring their attitudes towards student learning and performance, and their teaching methods. Six to ten weeks after the beginning of their first semester they were asked to participate in focus groups. The focus group questions asked faculty to discuss issues and challenges they were facing and how they were coping. Results of the quantitative data and the focus groups show faculty were facing classroom challenges but were committed and creative in finding teaching/learning strategies. Focus group data further showed faculty were experiencing cultural differences that were challenging and frustrating. They were finding their teaching rewarding and were enjoying the experience of interacting with the students who were the first generation of women in the nation to be educated in a Western-style pedagogy.

I Like Myself, I Really Do (at Least Right Now)

2020 ◽  
Vol 36 (1) ◽  
pp. 196-206 ◽  
Author(s):  
Almut Rudolph ◽  
Michela Schröder-Abé ◽  
Astrid Schütz
Keyword(s):  
Construct Validity ◽  
Performance Feedback ◽  
Repeated Measures ◽  
Temporal Stability ◽  
Social Feedback ◽  
Student Sample ◽  
Empirically Supported ◽  
Good Internal Consistency ◽  
And Performance ◽  
Induced Changes

Abstract. In five studies, we evaluated the psychometric properties of a revised German version of the State Self-Esteem Scale (SSES; Heatherton & Polivy, 1991 ). In Study 1, the results of a confirmatory factor analysis on the original scale revealed poor model fit and poor construct validity in a student sample that resembled those in the literature; thus, a revised 15-item version was developed (i.e., the SSES-R) and thoroughly validated. Study 2 showed a valid three-factor structure (Performance, Social, and Appearance) and good internal consistency of the SSES-R. Correlations between subscales of trait and state SE empirically supported the scale’s construct validity. Temporal stability and intrapersonal sensitivity of the scale to naturally occurring events were investigated in Study 3. Intrapersonal sensitivity of the scale to experimentally induced changes in state SE was uncovered in Study 4 via social feedback (acceptance vs. rejection) and performance feedback (positive vs. negative). In Study 5, the scale’s interpersonal sensitivity was confirmed by comparing depressed and healthy individuals. Finally, the usefulness of the SSES-R was demonstrated by assessing SE instability as calculated from repeated measures of state SE.

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

59. General medicine residents' perception of the mini-CEXs

2007 ◽  
Vol 30 (4) ◽  
pp. 61
Author(s):  
S. Malhotra ◽  
R. Hatala ◽  
C.-A. Courneya
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Focus Group ◽  
Qualitative Study ◽  
Focus Groups ◽  
General Medicine ◽  
Clinical History ◽  
Phenomenological Approach ◽  
Medical Teacher ◽  
The Impact

The mini-CEX is a 30 minute observed clinical encounter. It can be done in the outpatient, inpatient or emergency room setting. It strives to look at several parameters including a clinical history, physical, professionalism and overall clinical competence. Trainees are rated using a 9-point scoring system: 1-3 unsatisfactory, 4-6 satisfactory and 7-9 superior. Eight months after the introduction of the mini-CEX to the core University of British Columbia Internal Medicine Residents, a one hour semi-structured focus group for residents in each of the three years took place. The focus groups were conducted by an independent moderator, audio-recorded and transcribed. Using a phenomenological approach the comments made by the focus groups participants were read independently by three authors, organized into major themes. In doing so, several intriguing common patterns were revealed on how General Medicine Residents perceive their experience in completing a mini-CEX. The themes include Education, Assessment and Preparation for the Royal College of Physicians and Surgeons Internal Medicine exam. Resident learners perceived that the mini-CEX process provided insight into their clinical strengths and weaknesses. Focus group participants favored that the mini-CEX experience will benefit them in preparation, and successful completion of their licensing exam. Daelmans HE, Overmeer RM, van der Hem-Stockroos HH, Scherpbier AJ, Stehouwer CD, van der Vleuten CP. In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation. Medical Education 2006; 40(1):51-8. De Lima AA, Henquin R, Thierer J, Paulin J, Lamari S, Belcastro F, Van der Vleuten CPM. A qualitative study of the impact on learning of the mini clinical evaluation exercise in postgraduate training. Medical Teacher January 2005; 27(1):46-52. DiCicco-Bloom B, Crabtree BF. The Qualitative Research Interview. Medical Education 2006; 40:314-32.

Characteristics of Physicians Referred for a Competence Assessment: A Comparison of State Medical Board and Hospital Referred Physicians

2010 ◽  
Vol 96 (3) ◽  
pp. 8-15 ◽  
Author(s):  
Elizabeth S. Grace ◽  
Elizabeth J. Korinek ◽  
Zung V. Tran
Keyword(s):  
Clinical Competence ◽  
Competence Assessment ◽  
Average Performance ◽  
Medical Board ◽  
Key Characteristics ◽  
Different Types ◽  
Specialty Board ◽  
And Performance ◽  
State Medical Boards ◽  
State Medical Board

ABSTRACT This study compares key characteristics and performance of physicians referred to a clinical competence assessment and education program by state medical boards (boards) and hospitals. Physicians referred by boards (400) and by hospitals (102) completed a CPEP clinical competence assessment between July 2002 and June 2010. Key characteristics, self-reported specialty, and average performance rating for each group are reported and compared. Results show that, compared with hospital-referred physicians, board-referred physicians were more likely to be male (75.5% versus 88.3%), older (average age 54.1 versus 50.3 years), and less likely to be currently specialty board certified (80.4% versus 61.8%). On a scale of 1 (best) to 4 (worst), average performance was 2.62 for board referrals and 2.36 for hospital referrals. There were no significant differences between board and hospital referrals in the percentage of physicians who graduated from U.S. and Canadian medical schools. The most common specialties referred differed for boards and hospitals. Conclusion: Characteristics of physicians referred to a clinical competence program by boards and hospitals differ in important respects. The authors consider the potential reasons for these differences and whether boards and hospitals are dealing with different subsets of physicians with different types of performance problems. Further study is warranted.

Sign in / Sign up

Export Citation Format

Share Document