Gamification of Neuropsychological Tools as a Multi-Sensory Approach to Education. Stroop's Paradigm

The Stroop test is a neuropsychological assessment that is worldwide recognized for its sensitivity and reliability in assessing frontal activation and executive function control. The Stroop test was conducted in this research effort using the Unity machine in a virtual test with the identical application approach and outcome measurement as in the physical test. The new visual "ustroop" test was conducted to a large enough sample of persons to allow comparisons to the initial test. Subsequently, more game scenarios in the form of a play script were added to evaluate the player's reaction to color, brand name, and words. To summarize, neuropsychological evaluation techniques can be used to promote and evaluate visual gaming, and the current project's findings can be developed upon. Though, scientific fields such as cognitive neuroscience, neuropsychological assessment tools, and gamification techniques can effectively increase learning and cognitive function through continual exercise and can be an asset in the educational process.

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Abstract 113: Pharmacists' Perspectives of an Intervention to Improve Medication Adherence after ACS Hospitalization A Qualitative Analysis

Circulation Cardiovascular Quality and Outcomes ◽

10.1161/circoutcomes.7.suppl_1.113 ◽

2014 ◽

Vol 7 (suppl_1) ◽

Author(s):

Kelty B Fehling ◽

Anne Lambert-Kerzner ◽

Ryan Davis ◽

Jennifer Weaver ◽

Casey Barnett ◽

...

Keyword(s):

Medication Adherence ◽

Patient Education ◽

Patient Adherence ◽

Clinical Care ◽

Qualitative Inquiry ◽

Educational Process ◽

Assessment Tools ◽

Personal Contact ◽

Improve Medication Adherence ◽

Coronary Syndrome

Background: Despite the success of pharmacist-led interventions to improve medication adherence, pharmacists’ perspectives of these interventions are unknown. Our objective was to understand the pharmacists’ perspectives of a successful multifaceted intervention to improve medication adherence after acute coronary syndrome (ACS) hospitalization. Methods: We ascertained pharmacist perspectives’ through qualitative inquiry that included an open-ended survey, semi-structured interviews, and a focus group with the four pharmacists who participated in the intervention. Transcripts of surveys and interviews were analyzed using a content analysis approach. The intervention components included: 1) patient education; 2) assessment tools for potential medication adherence barriers; 3) collaborative care; and 4) automated medication refill reminders and educational messages. Pharmacists’ perspectives on each of these components were evaluated. Results: The pharmacists felt the intervention could be sustained in routine clinical care and identified key themes that facilitated intervention success. Pharmacists believed educating patients about their cardiovascular medications filled a gap in usual care. In addition, assessment tools that identified medication discrepancies and gaps in knowledge were helpful in tailoring patient education, while face-to-face conversations were more helpful in identifying mental and cognitive deficits that were barriers to adherence. Pharmacists also noted that the intervention led to the development of bi-directional relationships with patients through increased in-person and tele-health communication. As a result, poor adherence related to medication side effects was more readily addressed. Potential areas for improvement identified by the pharmacists included 1) emphasizing in-person visits to build relationships (begin the educational process while the patient is hospitalized and schedule both the follow-up clinic appointment and pharmacy visit at the same time); 2) utilizing the patient centered medical home concept to improve access to providers; 3) allowing sites to determine provider type to support the personal contact (i.e. pharmacist, nurse practitioner, registered nurse); and 4) employing interactive voice response (IVR) technology to facilitate communication. Conclusions: Pharmacists’ perspectives of a medication adherence intervention gave insights into reasons for the intervention success and suggestions for improvements and dissemination. We found that in-person meetings between pharmacists and patients led to bi-directional conversations and relationships with providers, which positively influenced patient adherence behavior. Future interventions designed to improve medication adherence should incorporate these pharmacist-identified factors.

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Development of foreign language communicative competence in the process of academic and professional interaction in a second foreign language

Samara Journal of Science ◽

10.17816/snv202093307 ◽

2020 ◽

Vol 9 (3) ◽

pp. 282-286

Author(s):

Irina V. Odaryuk ◽

Artem S. Gampartsumov

Keyword(s):

Foreign Language ◽

Learning Technologies ◽

Educational Process ◽

Assessment Tools ◽

Comparative Approach ◽

Federal State ◽

Native Languages ◽

Educational Standard ◽

Methodological Principles ◽

State Educational

This paper examines the peculiarities of teaching German as a second foreign language in a railway university. The analysis emphasizes the inefficiency of traditional methods and the success of the bilingual approach, which consists in a harmonious combination of methodological principles of teaching the first and second foreign languages. The authors carry out a theoretical analysis of the fundamental principles of teaching a second foreign language: a comparative approach, the principle of reliance on the first foreign and native languages, an autonomous approach, a cognitive principle. The paper deals with the issues related to interference and transfer in teaching a second foreign language. Project methods (simulation, presentation speech, Lapbook-technology) tested by the author in the learning process are offered as learning technologies, the use of which facilitates effective mastering of foreign language skills and abilities. The syllabus of the course A Second Foreign language developed by teachers of the Rostov State Transport University in accordance with the new edition of the Federal State Educational Standard is analyzed. The conclusion is made that this syllabus satisfies the requirements put forward by methodologists to the process of teaching a second foreign language. The analysis of the organization of the educational process with the use of textbooks and a fund of assessment tools prepared for the course is expected to be the subject of our further research.

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Development of a set of assessment tools and competence assessment based on a matrix model of the educational process

Vestnik IGEU ◽

10.17588/2072-2672.2017.5.053-058 ◽

2017 ◽

pp. 53-58

Author(s):

V.P. Zhukov ◽

Keyword(s):

Matrix Model ◽

Educational Process ◽

Assessment Tools ◽

Competence Assessment

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Facial Appearance and Psychosocial Features in Orthognathic Surgery: A FACE-Q- and 3D Facial Image-Based Comparative Study of Patient-, Clinician-, and Lay-Observer-Reported Outcomes

Journal of Clinical Medicine ◽

10.3390/jcm8060909 ◽

2019 ◽

Vol 8 (6) ◽

pp. 909 ◽

Cited By ~ 10

Author(s):

Rafael Denadai ◽

Pang-Yun Chou ◽

Yu-Ying Su ◽

Chi-Chin Lo ◽

Hsiu-Hsia Lin ◽

...

Keyword(s):

Orthognathic Surgery ◽

Outcome Measurement ◽

Three Dimensional ◽

Assessment Tools ◽

Multidisciplinary Teams ◽

Facial Appearance ◽

Patient Centered ◽

Centered Care ◽

The Face ◽

Decision Making Processes

Outcome measures reported by patients, clinicians, and lay-observers can help to tailor treatment plans to meet patients’ needs. This study evaluated orthognathic surgery (OGS) outcomes using pre- and post-OGS patients’ (n = 84) FACE-Q reports, and a three-dimensional facial photograph-based panel assessment of facial appearance and psychosocial parameters, with 96 blinded layperson and orthodontic and surgical professional raters, and verified whether there were correlations between these outcome measurement tools. Post-OGS FACE-Q and panel assessment measurements showed significant (p < 0.001) differences from pre-OGS measurements. Pre-OGS patients’ FACE-Q scores were significantly (p < 0.01) lower than normal, age-, gender-, and ethnicity-matched individuals’ (n = 54) FACE-Q scores, with no differences in post-OGS comparisons. The FACE-Q overall facial appearance scale had a low, statistically significant (p < 0.001) correlation to the facial-aesthetic-based panel assessment, but no correlation to the FACE-Q lower face and lips scales. No significant correlation was observed between the FACE-Q and panel assessment psychosocial-related scales. This study demonstrates that OGS treatment positively influences the facial appearance and psychosocial-related perceptions of patients, clinicians and lay observers, but that there is only a low, or no, correlation between the FACE-Q and panel assessment tools. Future investigations may consider the inclusion of both tools as OGS treatment endpoints for the improvement of patient-centered care, and guiding the health-system-related decision-making processes of multidisciplinary teams, policymakers, and other stakeholders.

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Automotive Lidar Modelling Approach Based on Material Properties and Lidar Capabilities

Sensors ◽

10.3390/s20113309 ◽

2020 ◽

Vol 20 (11) ◽

pp. 3309 ◽

Cited By ~ 1

Author(s):

Stefan Muckenhuber ◽

Hannes Holzer ◽

Zrinka Bockaj

Keyword(s):

Infrared Spectrum ◽

Material Properties ◽

Incidence Angle ◽

Lidar Measurement ◽

Automated Driving ◽

Measurement Device ◽

Test Environment ◽

Physical Test ◽

Virtual Test ◽

Modelling Approach

Development and validation of reliable environment perception systems for automated driving functions requires the extension of conventional physical test drives with simulations in virtual test environments. In such a virtual test environment, a perception sensor is replaced by a sensor model. A major challenge for state-of-the-art sensor models is to represent the large variety of material properties of the surrounding objects in a realistic manner. Since lidar sensors are considered to play an essential role for upcoming automated vehicles, this paper presents a new lidar modelling approach that takes material properties and corresponding lidar capabilities into account. The considered material property is the incidence angle dependent reflectance of the illuminated material in the infrared spectrum and the considered lidar property its capability to detect a material with a certain reflectance up to a certain range. A new material classification for lidar modelling in the automotive context is suggested, distinguishing between 7 material classes and 23 subclasses. To measure angle dependent reflectance in the infrared spectrum, a new measurement device based on a time of flight camera is introduced and calibrated using Lambertian targets with defined reflectance values at 10 % , 50 % , and 95 % . Reflectance measurements of 9 material subclasses are presented and 488 spectra from the NASA ECOSTRESS library are considered to evaluate the new measurement device. The parametrisation of the lidar capabilities is illustrated by presenting a lidar measurement campaign with a new Infineon lidar prototype and relevant data from 12 common lidar types.

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To the Question of Students’ Graphic Training Quality Monitoring Effectiveness

Geometry & Graphics ◽

10.12737/article_5a18042dd1a667.42394929 ◽

2017 ◽

Vol 5 (4) ◽

pp. 75-82 ◽

Cited By ~ 4

Author(s):

Т. Грошева ◽

T. Grosheva ◽

Г. Шелякина ◽

G. Shelyakina

Keyword(s):

Professional Training ◽

Educational Process ◽

Assessment Tools ◽

Routine Testing ◽

Knowledge Quality ◽

Training Quality ◽

Program Comparison ◽

Training Professional ◽

University Training ◽

Independent Work

In this paper are considered the background, carrying and effectiveness of monitoring as a basis for problem solving in the knowledge obtained during pre-university training. Professional activity’s integrity is connected with resolution in the process of professional training of element-wise, discrete study of educational material, and its whole, integrative and systematic usage. Data on entrance testing of students at one of faculties on check of base knowledge on geometry, drawing principles, and geometrical modeling are presented. During educational process a monitoring of students’ ability on “Descriptive Geometry and Engineering Graphics” discipline was carried out for tracking of rhythm related to material study and assimilation. The monitoring was carried out through problem recognition, setting objectives, revealing of core lines for course control based on work programs and fund of assessment tools. According to the results of entrance control and routine testing at the chair were organized extra classes for those students which have difficulties in the learning of some topics of the course. The aim of extra classes is alignment of knowledge on the course. The emphasis in the course schedule has been made on the most difficult topics of practical studies, and the topics allocated for independent work. The process is orientated on providing of conceptual variability and individual pace for assimilation the educational program. Comparison of learning’s initial level with the final (achieved) one allows measure the "gain" of knowledge, degree of abilities and skills formation, as well as to analyze the didactic process’s dynamics and effectiveness. Based on monitoring results analysis has been plotted the chart characterizing the dynamics of course knowledge quality.

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Neuropsychological Assessment of Suspected Malingering: Research Results, Evaluation Techniques, and Further Directions of Research and Application

European Journal of Psychological Assessment ◽

10.1027/1015-5759.14.3.211 ◽

1998 ◽

Vol 14 (3) ◽

pp. 211-225 ◽

Cited By ~ 14

Author(s):

Dietmar Heubrock ◽

Franz Petermann

Keyword(s):

Neuropsychological Assessment ◽

Current Status ◽

Research Strategies ◽

Clinical Neuropsychology ◽

Factitious Disorders ◽

Validity Testing ◽

Symptom Validity Testing ◽

Clinical Methods ◽

Assessment Techniques ◽

Evaluation Techniques

Possibilities for neuropsychological assessment of suspected malingering are addressed. First, various forms of deception (malingering, factitious disorders, hysteria) and their implications for clinical neuropsychology are discussed. Then, threshold models for the detection of malingering as well as specially designed assessment techniques (e. g., individual tests, deficit testing, tests specifically for malingerers, and symptom validity testing) are described. Finally, the current status of clinical methods and research strategies is summarized, and recent and further developments of assessment and research are reported.

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ASSESSMENT TOOLS IN TEACHING FOREIGN LANGUAGES FOR HIGHER EDUCATION: CHALLENGES OF GENERATION Z

Pedagogical Review ◽

10.23951/2307-6127-2021-3-143-153 ◽

2021 ◽

pp. 143-153

Author(s):

Мария Владимировна Пупышева ◽

Мария Александровна Харитонова

Keyword(s):

Higher Education ◽

Educational Process ◽

Assessment Tools ◽

Interactive Methods ◽

Traditional Assessment ◽

Generation Z ◽

Long Term Forecasting ◽

Use Of The Internet ◽

New Generation

Обучение поколения Z в высшей школе должно быть адаптировано под его особенности, среди которых повышенная тревожность и отсутствие навыков долгосрочного прогнозирования. Данные черты снижают эффективность традиционного письменного контроля, уступая место более интерактивным игровым методам. Существуют инструменты, доказавшие свою эффективность для проведения текущего и промежуточного контроля, преимуществом которых является интуитивность их использования, а также сокращение времени подготовки и проверки работ обучающихся. Предлагаемые интерактивные инструменты контроля с использованием смартфона положительно сказываются на мотивации студентов, формируют правильное представление о собственном прогрессе и интегрируют цифровые технологии в учебный процесс, что само по себе уже является приоритетным направлением развития современной системы образования. The article focuses on the effectiveness of traditional assessment tools applied in higher education for teaching generation Z, considering the fact that the new generation of students has its own characteristics, including increased anxiety and lack of long-term forecasting skills. These features, combined with the intuitive use of the Internet, reduce the effectiveness of traditional written tests, giving way to more interactive methods. The authors suggest a number of modern tools suitable for the formative and summative assessment in both classroom and remote learning, highly demanded during the pandemic: Quizlet multimedia cards, Learningapps small interactive modules, the Edpuzzle platform for video files, online testing services of Kahoot! and Class Marker, as well as Mentimeter interactive presentations service. The indisputable advantage of the listed applications is their intuitiveness, and therefore they do not require long training for using them, and they also can reduce the time spent on the preparation and evaluation of students’ tests. The proposed interactive assessment tools imply an active use of smartphones by students and have a positive effect on their motivation, help them form a proper idea of their own progress and integrate digital technologies into the educational process, which in itself is already a priority for the modern education system.

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Use of risk assessment tools for people with intellectual disability: The latest evidence

European Psychiatry ◽

10.1016/j.eurpsy.2016.01.879 ◽

2016 ◽

Vol 33 (S1) ◽

pp. S38-S38 ◽

Cited By ~ 1

Author(s):

C. Morrissey

Keyword(s):

Risk Assessment ◽

Intellectual Disability ◽

Intellectual Disabilities ◽

Outcome Measurement ◽

Psychiatric Patients ◽

Psychiatric Hospitals ◽

Assessment Tools ◽

High Rate ◽

Lower Intelligence ◽

The Uk

A relatively high proportion of people detained in forensic psychiatric hospitals have intellectual disabilities (up to 3000 people in the UK; Royal College of Psychiatrists, 2013), and people with intellectual disability are significantly over-represented among those psychiatric patients with long lengths of hospital stay (CQC, 2013; Vollm, 2015). People with mild to borderline intellectual disabilities are also prevalent in the UK prison system.Although the relationship between intelligence and offending is complex, lower intelligence is a known actuarial risk factor for offending behaviour. Studies, which have investigated the prediction of re-offending risk in populations with intellectual disability, have nevertheless found lower rates of recorded re-offending compared to those in mainstream forensic populations (e.g. Gray et al., 2010). The relatively high rate of ‘offending-like’ behaviour, which is not processed through the criminal justice system in people with intellectual disability makes risk prediction a more complex exercise with this group of people. It also makes outcomes measurement more difficult.This paper will give an overview of the current research evidence and clinical practice in the field of risk assessment, risk management and outcome measurement with offenders with intellectual disability. It will summarise the findings of a recent NIHR funded systematic review by the author, which pertains to this area, and will point to future developments in the field.Disclosure of interestThe author has not supplied his declaration of competing interest.

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