A Systematic Design Model for Gamified Learning Environments

This formative research study is an attempt to develop a design model for gamified learning experiences situated in real-life educational contexts. This chapter reports on the overall gamification model with the emphasis on the contexts and their interactions. With this focus, this chapter aims to posit an alternative perspective to existing gamification design praxis in education which mainly focuses on separate game elements, by arguing that designing a gamified learning experience needs a systematic approach with considerations of the interrelated dimensions and their interplays. The study was conducted throughout the 2014-15 academic year, and the data were collected from two separate groups of pre-service teachers through observations and document collections (n=118) and four sets of interviews (n=42). The results showed that gamification design has intertwined components that form a fuzzy design model: GELD. The findings also support the complex and the dynamic nature of gamified learning design, and the need for a more systematic approach to design and development of such experiences.

Adaptation and implementation of the Batz guide for bedside advocacy in two hospitals

BACKGROUND: The patients’ guide by the Batz Patient Safety Foundation promotes patients’ active participation in healthcare and a safe hospital experience. OBJECTIVE: The aim was to adapt the Spanish version of the guide to the local context and evaluate its acceptability from healthcare professionals’ and patients’ perspectives in two hospitals in Buenos Aires, Argentina. METHODS: This implementation study had a formative research phase to adapt the guide with input from individual interviews and focus group discussions. The intervention comprised training sessions for professionals on patient-centered care and use of the guide, the appointment of coordinators, and distribution of the guide. The adapted guide (section During Admission) was distributed in two hospitals. Before and after intervention, we administered surveys to explore acceptability, utility, and patient satisfaction. RESULTS: Findings from formative research showed that the Batz guide needed to be shortened and adapted to the local healthcare context Although professionals had agreed on the importance of clinical guidelines; after using the Batz guide, they found it complex and difficult to implement. Patients’ satisfaction with healthcare before and after implementing the guide did not differ significantly. Best scores were found in items related to availability of nurses, staff competence and staff kindness. A 78% of patients found the Batz guide useful. CONCLUSION: It is of critical importance to adapt the guide to the local culture, pilot it, and provide training to promote its implementation, improving acceptability and utility.

STRATEGIC PLAN TO STRENGTHEN RESEARCH AS A MECHANISM TO INCREASE MEANINGFUL TRAINING BASED ON FORMATIVE RESEARCH

Background: The academic activity of students and professors constitutes the basis of professional training in engineering. Training in electrical engineering has always been of less interest to university students compared to other professional training programs. However, in recent years, this interest has decreased beyond previous trends, an effect detected in all engineering programs, which has been accelerated by the distance learning mechanisms adopted in the face of the spread of COVID-19. Therefore, among the incentive mechanisms for young people, the promotion of research activity has been included. This study describes the model proposed within the Electrical Technology and Engineering programs of the Universidad Distrital Francisco José de Caldas as a distinctive element of its research training strategy. Aims: To offer alternatives tending to promote the current research activities of the research groups of the electrical engineering area of the Universidad Distrital (Colombia) to increase the performance of the formative research processes, in particular with motivational aspects, development of critical awareness, and strengthening of resilience. Methods: A strategic plan was developed to increase the activity related to research processes within the academic program. It was based on the dynamics shown in the last seven years, and a set of strategies aimed at strengthening and encouraging this trend was projected for the next seven years. Results and Discussion: This strategic plan is expected to increase academic activity, particularly related to scientific production indicators. Projections for the next seven years indicate an increase in student participation related to scientific publications, the population in research groups, and project development. Conclusions: The proposed scheme corresponds to a model adjusted to higher education institutions with student populations of low academic strata and under national standards that prioritize quality in education from the point of view of both physical and human resources, particularly those that promote critical awareness of local and national reality. In this sense, the proposed plan is highly relevant and promotes one of the strengths identified in the academic program.

The Doctoral Viva: Questions for, with and to Candidates (or supervisors)

This paper presents questions within a consideration of the nature of doctoral viva examinations from an international viewpoint. We argue that preparation for the viva should begin early - certainly not just immediately after the thesis submission. Key viva questions can be used in a preparatory process with supervisors over time to develop candidates’ thesis thinking and research capability. The paper gives guidance and advice for candidates (and for supervisors to help candidates) about how to prepare practically for the viva. More importantly this should help them to enter the mindset of examiners. This enables candidates to enter fully into discussion of a thesis confidently and enthusiastically, to share their research thinking in a focussed manner which takes broad issues into account. In a detailed Appendix, we share a repertoire of 60 examples of generic viva questions which are commonly asked in many international contexts, together with guidance about answers in brackets. Using these iteratively with supervisor help, candidates are encouraged to generate their own specific questions as part of a formative research process. Viva preparation guided by key questions can begin early as an inherent part of the research-and-writing process: questions are first for candidates, then developed with candidates, and then finally in a viva put to candidates. The questions are a framework for supervisors, too, who are often examiners themselves.

An Instructional Design Model for TPACK Object-Based Mathematics Card Games

Purpose: This study examined TPACK model as it relates to teacher’s knowledge categories such as methods of teaching subject matter (content knowledge) curriculum knowledge, knowledge about technology and pedagogical know-how etc. Approach/Methodology/Design: Conceptual analysis was discussed to establish content selection, performance procedure and problem-solving while designing an object-based game. Among the templates identified and used for Object-Based Game model are analog game model, managing learning procedure etc. The study adopted formative research in order to elucidate functional concepts and variables within the study. Findings: Games are repertoire of teaching aids and research paradigm which revolves philosophical learning theories and gaming processes. The quality of game developed depends on the qualifications; i.e. proficiency in mathematical theories and their interrelations to suit instructional concepts of game development and creative thinking abilities, pedagogical skills are required to identify learning pattern. There is a need to incorporate self-motivated experience scenes such as gaming, which characterize play and activity as being the young child’s most powerful tool in all areas of learning particularly Mathematics. Practical Implications: The study presents practical implications for teachers of mathematics. Contextualization helps learners to link new ideas to prior knowledge, and the proposed model in this study could be validated and applied in teaching mathematic concepts. Originality/value: The study adopted formative research in order to elucidate functional concepts and variables within the study. Technological Pedagogical and Content Knowledge (TPACK) object-based Mathematic card games model is designed as powerful and potential learning tools.

Implementation of CDC Guidelines for Recess: A Formative Research Study

The American Academy of Pediatrics recognizes recess as an essential part of overall child development in schools, impacting children’s cognitive, socioemotional and physical health and development. However, recess is often removed from the school curriculum in exchange for more classroom activities. The Centers for Disease Control and Prevention (CDC) and SHAPE America developed Strategies for Recess in Schools to promote high-quality recess through specific actions, yet is not known how these are successfully implemented, particularly, in underserved settings. This formative research study examined the implementation of the CDC strategy in an urban, inner-city charter elementary school to identify barriers and facilitators to successful recess implementation from the perspective of various stakeholders. Thirteen in-depth interviews and focus group discussions were conducted with parents, teachers, recess monitors, and school administrators. Interviews were recorded, transcribed, and coded for thematic analysis, supported by group discussion and analytic memos. Results suggested that although stakeholders recognized the importance of recess, the implementation of the CDC strategy was neither uniformly understood nor implemented, suggesting that additional frameworks may be helpful in implementing the CDC strategy in schools in underserved communities.

Food Hygiene Practices of Rural Women and Microbial Risk for Children: Formative Research in Nepal

Formative research was conducted in a rural hill setting in Nepal during April–June 2012 to inform the design of an intervention to promote safe food hygiene practices. A variety of methods underpinned by Behavior Centered Design theory and Hazard Analysis Critical Control Points was used to pinpoint key risk behaviors and their environmental and psychological determinants in 68 households with a mother having a child aged 6–59 months. These included video recordings, observation of daily routine, teach-the-researcher sessions, in-depth interviews, observations of actual behaviors, focus group discussions, motive mapping, microbiological assessment, and identification of critical control points. Physical settings, especially the kitchen, form a challenging environment for mothers, including family members in rural hill settings of Nepal to practice adequate food hygiene behaviors. Prevalent food hygiene practices of mothers were inadequate, leading to frequent exposure of young children to highly contaminated food, water, and milk. We identified six critical control points; of these, five needed improving. Determinants of these behaviors included physical and social environment as well as psychological brief and individual motives. Five key food hygiene risk behaviors are suggested for prioritization. While designing a food hygiene intervention package, consideration should be given to the physical, biological, and social environment, and immediate motives behind each practice should be taken into consideration while framing key messages. Creative and engaging activities should be designed around the motives of nurture, disgust, affiliation, and social status/respect.