Cognitive Ergonomics of Formgiving as Unstructured Approaches in Furniture Design Practice

This paper discusses how designers formulate ideas through unstructured approaches in furniture design. The problem arose from a logical analysis of the strategies, methods, and hermeneutics in designing within the state-of-the-art interpretation principle. The goal is to understand how designers interpret the visual concept of subjectivity. In the designers’ cognitive ergonomics, verbal protocol analysis approaches methodologically analyzed. The 15-minute memorizing-based videotapes observe the designer reflection using several form properties, namely a characteristic of the uncertain objects has practiced. The findings showed the embodiment of metaphorical forms for designers to visualize unstructured visual forms as significant tangible forms. Keywords: Cognitive ergonomics; formgiving; furniture design; visual protocol eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI5.2927

Competency assessors’ cognitive map of practice when assessing practice based encounters

Introduction: There is growing evidence that inconsistencies exist in how competencies are conceptualised and assessed. Aim: This study aimed to determine the reliability of pharmacist assessors when observing practice-based encounters and to compare and contrast assessors’ cognitive map of practice with the guiding competency framework. Methods: This was a qualitative study with verbal protocol analysis. A total of 25 assessors were recruited to score and verbalise their assessments for three videos depicting practice-based encounters. Verbalisations were coded according to the professional competency framework. Results: Protocols from 24 participants were included. Interrater reliability of scoring was excellent. Greater than 75% of assessment verbalisations were focused on 3 of the 27 competencies: communicate effectively, consults with the patient, and provide patient counselling. Conclusion: Findings support the notion that assessment completed within practice could be largely informed by a single component of the interaction or more specifically, what ‘catches the eye’ of the assessor.

Competency assessors’ cognitive map of practice when assessing practice based encounters

Introduction: There is growing evidence that inconsistencies exist in how competencies are conceptualised and assessed. Aim: This study aimed to determine the reliability of pharmacist assessors when observing practice-based encounters and to compare and contrast assessors’ cognitive map of practice with the guiding competency framework. Methods: This was a qualitative study with verbal protocol analysis. A total of 25 assessors were recruited to score and verbalise their assessments for three videos depicting practice-based encounters. Verbalisations were coded according to the professional competency framework. Results: Protocols from 24 participants were included. Interrater reliability of scoring was excellent. Greater than 75% of assessment verbalisations were focused on 3 of the 27 competencies: communicate effectively, consults with the patient, and provide patient counselling. Conclusion: Findings support the notion that assessment completed within practice could be largely informed by a single component of the interaction or more specifically, what ‘catches the eye’ of the assessor.

First-person, video-stimulated recall method for studying musical improvisation strategies

Accessing the strategies implemented during real-time musical creative processes represents a challenge for researchers. Retrospective verbal protocol with subjective aided recall (RVPwSAR), where a first-person video is used as an aid to elicit feedback from a subject, has shown great potential for the study of real-time decision-making in sport, therapy, emergency situations, and consumer behavior. This article reviews research methods studying real-time decision-making and discusses the implications of a previous study using RVPwSAR to observe decision-making strategies during musical improvisation. The objective of this article is twofold: (1) to present the contributions and limitations of the RVPwSAR to arrive at a better understanding of the strategies implemented in real-time during musical improvisation; (2) to discuss the potential of the RVPwSAR for studying the strategies implemented in other real-time musical creative tasks. I argue that research where the RVPwSAR is applied may contribute to a better understanding of the strategies used during the real-time musical process, and, ultimately, contribute to the promotion of creative musical teaching and learning.

Inquiry Takes Time

This study examined the inquiry process of a group of Grade 9 students (ages 14-15) as they completed an inquiry project on a topic of their own choice and shared their project using a PowerPoint presentation. Data for the study was gathered using informal observations and two verbal protocol methods: Think Afters and Think Togethers. The study found that students needed a lot of time to explore information before they were able to web their ideas and develop an essential question to examine more fully. Choosing a topic focus and developing an inquiry question was a challenge for many students. Most required assistance from peers, teachers, and teacher-librarians as well as the time to explore background information.

Investigating Digital Reading in L2 to Criticize and to Summarize: Working Memory Capacity and Reading Purpose Influencing Strategy

The construction of meaning and inference generation considering low- and high- working memory span when readers read digital texts in L2 to criticize and to summarize were examined. Data collection included Reading Span Test, verbal protocol and post-reading tasks. The low-span group showed more misunderstandings in both purposes and a significant result of moderate correlation between reading time and reading to summarize. Both groups made more metacognitive comments when reading hypertexts to summarize and found strategies to cope with the demands of the nonlinear hypertext.