DIGITAL TEACHER FEEDBACK AS A TRANSLATION ASSESSMENT TOOL

This paper analyses the opportunities of digital feedback delivery, its use in the translation classroom, and its application as the tool of active instruction and formative assessment at university level. A mixed research design involved 33 third-year students of Poltava University of Economics and Trade majoring in Translation. They participated in the study voluntarily in the spring term of 2019/2020 academic year. The effectiveness of the digital teacher feedback of different modality was estimated with the help of a questionnaire from two perspectives: students’ behavioral engagement associated with feedback convenience in use for translation revisions and their affective engagement concerning emotional saturation of the suggested type of digital feedback. Students’ preferences were collated with their results in leading sensory channel test and acquired translation competency level. According to the received data, overwhelming 69.7% of undergraduate translators appeared to be digitals as per their leading sensory channel, which had no statistically significant impact on the preferred feedback modality inversely to students’ translation competency level. The observed correlation proved the viability of both suggested digital feedback modalities at different stages of the training process. It was concluded that digital teacher feedback promotes the development of the students’ translation skills in particular and leverages formative assessment practices in the translation classroom in general.

Evaluation of feedback modalities and preferences regarding feedback on decision-making in a pediatric emergency department

Objectives To compare pediatric emergency clinicians’ attitudes toward three feedback modalities and assess clinicians’ case-based feedback preferences. Methods Electronic survey sent to pediatric emergency medicine (PEM) physicians and fellows; general pediatricians; and advanced practice providers (APPs) with nine questions exploring effectiveness and emotional impact of three feedback modalities: case-based feedback, bounce-back notifications, and biannual performance reports. Additional questions used a four-point ordinal agreement response scale and assessed clinicians’ attitudes toward case review notification, case-based feedback preferences, and emotional support. Survey responses were compared by feedback modality using Pearson’s chi-squared. Results Of 165 eligible providers, 93 (56%) responded. Respondents agreed that case-based feedback was timely (81%), actionable (75%), prompted reflection on decision-making (92%), prompted research on current clinical practice (53%), and encouraged practice change (58%). Pediatric Emergency Care Applied Research Network (PECARN) performance reports scored the lowest on all metrics except positive feedback. No more than 40% of providers indicated that any feedback modality provided emotional support. Regarding case-based feedback, 88% of respondents desired email notification before case review and 88% desired feedback after case review. Clinicians prefer receiving feedback from someone with similar or more experience/training. Clinicians receiving feedback desire succinctness, supporting evidence, consistency, and sensitive delivery. Conclusions Case-based feedback scored highest of the three modalities and is perceived to be the most likely to improve decision-making and promote practice change. Most providers did not perceive emotional support from any feedback modality. Emotional safety warrants purposeful attention in feedback delivery. Critical components of case-based feedback include succinctness, supporting evidence, consistency, and sensitive delivery.

Different contributions of efferent and reafferent feedback to sensorimotor temporal recalibration

Adaptation to delays between actions and sensory feedback is important for efficiently interacting with our environment. Adaptation may rely on predictions of action-feedback pairing (motor-sensory component), or predictions of tactile-proprioceptive sensation from the action and sensory feedback of the action (inter-sensory component). Reliability of temporal information might differ across sensory feedback modalities (e.g. auditory or visual), which in turn influences adaptation. Here, we investigated the role of motor-sensory and inter-sensory components on sensorimotor temporal recalibration for motor-auditory (button press-tone) and motor-visual (button press-Gabor patch) events. In the adaptation phase of the experiment, action-feedback pairs were presented with systematic temporal delays (0 ms or 150 ms). In the subsequent test phase, audio/visual feedback of the action were presented with variable delays. The participants were then asked whether they detected a delay. To disentangle motor-sensory from inter-sensory component, we varied movements (active button press or passive depression of button) at adaptation and test. Our results suggest that motor-auditory recalibration is mainly driven by the motor-sensory component, whereas motor-visual recalibration is mainly driven by the inter-sensory component. Recalibration transferred from vision to audition, but not from audition to vision. These results indicate that motor-sensory and inter-sensory components contribute to recalibration in a modality-dependent manner.

MTBalance

Mountain Biking (MTB) is an increasingly popular outdoors activity which offers a unqiue connection to nature along with the health benefits of cardiovascular exercise. Yet, complex MTB technique is an entry barrier that often prevent novices from enjoying the sport. Developing interactive systems, which can support developing MTB proficiency can augment the outdoor experience and make the sport available to a larger group of users. To that end, we designed, implemented and evaluate MTBalance - a system which provides body posture feedback for beginner mountain bikers. Based on inertial tracking, MTBalance informs the user about how to correct their posture to improve MTB performance. We conducted a study in which we compared different feedback modalities for MTBalance. We observed that the system increased perceived balance awareness. Our work provides insights for designing body awareness systems for outdoor sports.

Deliberate Practice and Motor Learning Principles to Underpin the Design of Training Interventions for Improving Lifting Movement in the Occupational Sector: A Perspective and a Pilot Study on the Role of Augmented Feedback

Spine posture during repetitive lifting is one of the main risk factors for low-back injuries in the occupational sector. It is thus critical to design appropriate intervention strategies for training workers to improve their posture, reducing load on the spine during lifting. The main approach to train safe lifting to workers has been educational; however, systematic reviews and meta-analyses have shown that this approach does not improve lifting movement nor reduces the risk of low back injury. One of the main limitations of this approach lies in the amount, quality and context of practice of the lifting movement. In this article, first we argue for integrating psychologically-grounded perspectives of practice design in the development of training interventions for safe lifting. Principles from deliberate practice and motor learning are combined and integrated. Given the complexity of lifting, a training intervention should occur in the workplace and invite workers to repeatedly practice/perform the lifting movement with the clear goal of improving their lifting-related body posture. Augmented feedback has a central role in creating the suitable condition for achieving such intervention. Second, we focus on spine bending as risk factor and present a pilot study examining the benefits and boundary conditions of different feedback modalities for reducing bending during lifting. The results showed how feedback modalities meet differently key requirements of deliberate practice conditions, i.e., feedback has to be informative, individualized and actionable. Following the proposed approach, psychology will gain an active role in the development of training interventions, contributing to finding solutions for a reduction of risk factors for workers.

An Interactive Computer Game for Improving Selective Voluntary Motor Control in Children With Upper Motor Neuron Lesions: Development and Preliminary Feasibility Study

Background Computer game–based interventions are emerging in pediatric neurorehabilitation, as they can provide two key elements for motor learning—motivating environments that enable long-term compliance, which is particularly relevant for children, and augmented feedback for improving movement performance. Objective The overall aim of this study is to develop an interactive computer play for children with upper motor neuron lesions to train selective voluntary motor control and give particular attention to motivation and feedback. We also aim to determine features that make games engaging, investigate which sensory feedback modality is noticed the fastest during play, develop an interactive game, and evaluate its feasibility. Methods We identified engaging game features by interviewing 19 children and adolescents undergoing rehabilitation. By using a test version of the game, we determined the response times of 10 patients who had to react to visual, auditory, or combined feedback signals. On the basis of the results of these two subprojects, we developed and designed a game environment. Feasibility was studied in terms of the practicability and acceptability of the intervention among 5 children with upper motor neuron lesions. Results The game features deemed the most important by pediatric patients were strategic gameplay (13/29, 45% of answers) and choice (6/29, 21%). While playing the game, an acoustic alarm signal (reaction time: median 2.8 seconds) was detected significantly faster (P=.01) than conditions with other feedback modalities (avatar velocity reduction: median 7.8 seconds; color desaturation: median 5.7 seconds). Most children enjoyed playing the game, despite some technical issues. Conclusions The careful identification of game features that increase motivation and feedback modalities that inform children quickly led to the development of an interactive computer play for training selective voluntary motor control in children and adolescents with upper motor neuron lesions.

Effect of Tactile Sensory Substitution on the Proprioceptive Error Map of the Arm

Proprioceptive error of estimated fingertip position in two-dimensional space is reduced with the addition of tactile stimulation to the fingertip. This tactile input does not disrupt the subjects’ estimation strategy, as the individual error vector maps maintain their overall geometric structure. This relationship suggests an integration of proprioception and tactile sensory information to enhance proprioceptive estimation. To better understand this multisensory integration, we explored the effect of electrotactile and vibrotactile stimulation to the fingertips in place of actual contact, thus limiting interaction forces. This allowed us to discern any proprioceptive estimation improvement that arose from purely tactile stimulation. Ten right-handed and ten left-handed subjects performed a simple right-handed proprioceptive estimation task under four tactile feedback conditions: hover, touch, electrotactile, and vibrotactile. Target sets were generated for each subject, persisted across all feedback modalities, and targets were presented in randomized orders. Error maps across the workspace were generated using polynomial models of the subjects’ responses. Error maps did not change shape between conditions for any right-handed subjects and changed for a single condition for two left-handed subjects. Non-parametric statistical analysis of the error magnitude shows that both modes of sensory substitution significantly reduce error for right-handed subjects, but not to the level of actual touch. Left-handed subjects demonstrated increased error for all feedback conditions compared to hover. Compared to right-handed subjects, left-handed subjects demonstrated more error in each condition except the hover condition. This is consistent with the hypothesis that the non-dominant hand is specialized for position control, while the dominant is specialized for velocity. Notably, our results suggest that non-dominant hand estimation strategies are hindered by stimuli to the fingertip. We conclude that electrotactile and vibrotactile sensory substitution only succeed in multisensory integration when applied to the dominant hand. These feedback modalities do not disrupt established dominate hand proprioceptive error maps, and existing strategies adapt to the novel input and minimize error. Since actual touch provides the best error reduction, sensory substitution lacks some unidentified beneficial information, such as familiarity or natural sensation. This missing component could also be what confounds subjects using their non-dominant hand for positional tasks.

Potential and Limitations of Feedback-Supported Gait Retraining in Users of Lower Limb Prostheses

The outcomes of prosthetic rehabilitation after lower limb loss are, in large part, affected by the effectiveness of the provided gait retraining. The noted prevalence of adverse long-term effects, such as further joint and muscle degeneration, suggests that traditional rehabilitation programs have limitations. Recent advances in technology and in the understanding of motor learning promise the potential for better gait retraining interventions. This article reviews current literature on systems and methodologies of improving gait parameters in those with lower limb prostheses via exercise programs and various biofeedback systems. A total of 13 articles were included in the qualitative analysis. Findings indicate that many of the investigated systems are able to effectively analyze and change gait in the target population, but there remain considerable gaps in the knowledge. It has been noted that feedback modalities and dosage must be customized based on patient characteristics and rehabilitation goals, yet there is currently not enough published evidence to inform such customization.

Image Accessibility for Screen Reader Users: A Systematic Review and a Road Map

A number of studies have been conducted to improve the accessibility of images using touchscreen devices for screen reader users. In this study, we conducted a systematic review of 33 papers to get a holistic understanding of existing approaches and to suggest a research road map given identified gaps. As a result, we identified types of images, visual information, input device and feedback modalities that were studied for improving image accessibility using touchscreen devices. Findings also revealed that there is little study how the generation of image-related information can be automated. Moreover, we confirmed that the involvement of screen reader users is mostly limited to evaluations, while input from target users during the design process is particularly important for the development of assistive technologies. Then we introduce two of our recent studies on the accessibility of artwork and comics, AccessArt and AccessComics, respectively. Based on the identified key challenges, we suggest a research agenda for improving image accessibility for screen reader users.